Green Dot SPED Binder

Special Education Handbook
Green Dot Public Schools Special Education Introduction

The mission of Green Dot Public Schools' Special Education programs is to support all students with special needs with accessing the general education curriculum. Special Education Programs at Green Dot foster an inclusive approach with specialized instruction to maximize students' exposure to high-quality, rigorous, standards-based education. Green Dot's special education models are developed to promote a high-quality program for students with special education needs. Additionally, our special education programs cultivate collaboration between general and special education teachers to ensure that students with disabilities are integrated into the school to the maximum extent possible to allow them full access to all programs. Green Dot is dedicated to providing the services and support our students need in order to be prepared for college, leadership, and life. We strive to provide a continuum of services in order to meet the unique individual needs of our students. We use data to inform decisions when designing programs and support systems for students. All our schools are committed to developing systems for making several levels of support available based on analysis of data and student need. To support this effort, we have created this Green Dot Special Education Handbook with a special education framework as a guide for the special education programs at our schools.
Acknowledgements
The Green Dot Special Education Handbook was a collaborative effort of the Initiative 3 Special Education team lead by Susana Campo-Contreras and Phil Wolfson.
Table of Contents
Section -1 Program Development Planning Tools
Green Dot Special Education Program Framework: Essential Practices..... 3 Green Dot Special Education Program Framework: Essential Practices Detail Guide 5 Academic Success Description: A Learning Center Model Approach.. 15 Special Education Recommended RSP and SDP Schedules.. 18
Section-2 Special Education Technical Procedures

Special Education Standard Opening Procedures.. 24 Monthly To Do List 27 Weekly To Do List. 28 Obtaining A Welligent Account/Single Sing-On 29 Enrolling in LAUSD Trainings.. 30 Transferring Welligent Records. 31 Special Education Evaluation Practices Involving a School Psychologist . 32 Psychoeducational Triennial Practices for Special Education Students . 33 DIS Counseling Criteria . 34 Considerations for Moving a Student to a More Restrictive Environment . 36 Responding to a Parent Assessment Request. 37 Requesting Services from Outside Providers. 38 Exiting Students from Special Education .. 40 Service Logs Compliance. 41 Powerschool Special Ed. Screen. 42 Exiting Special Education Students from Powerschool. 47 Running Caseload Reports in Powerschool .. 49 Data Director Reports 51 Documenting Accommodations and BSP Implementation in Power School. 65
Section 3- Professional Development and Training

Special Education Training Resources for Administrator/Designee
The Administrators role in monitoring and supporting Special Ed. Programs 74
Special education Framework Essential Practice: Implementation Rubric .. Part 1- Program Reflection . Part 2- Program Development. Part 3-Beginning of the Year Procedures Part 4-Roles & Responsibilities: Administrators and Case Carriers... Part 5- Service Models. Part 6- Behavior Support Understanding and Monitoring Modified Consent Decree (MCD) reports.
80 82 87 93 96 101 108 114
Special Education Training Resources For All Teachers

Special Referral Process Flow-Chart Special Education Essential Practices for General Education Teachers .. Supporting Students with Disabilities Accommodation & Modifications Understanding Learning Disabilities 120 121 126 131
Special Education Training Resources For Special Education Teachers

Special Education Essential Practices for Special Education Teachers Things to Remember when Managing a Caseload. Working with Paraprofessionals. Transition Planning Individual Education Program Development o Developing an Initial IEP o Developing a 30-day IEP. o Developing an Annual Review .. o Developing a 3-Year Non-Formal Review o Developing a 3-Year Formal Review.. 160 171 178 186 194 138 147 150 153
o Developing a Post-Suspension IEP .. 204 o Developing an Amendment 212 o Developing a Final IEPs- Graduating Seniors . 215 o Developing a Pre-Expulsion IEP . 224
Section 4- Resources
Behavior Support Resources
Suspension/Expulsion Flowchart: For Students Protected Under IDEIA . 235 Steps for Supporting Student with Behavioral Challenges. 3-Tiers of Behavior Support for Students with Disabilities . 236 237
Student Behavior Support Flow-Chart .. 239
IEP Meeting Resources

Important Points to Remember: IEP Meetings. 243 Preparing for IEP Meetings 245 IEP Content Checklist 247 Accommodations Made Simple for General Ed. Teachers 248 Suggestions for Supporting RSP Students .. 249 Learning Disabilities Interventions. 252 Sample IEP Meeting Agenda 259 Requesting IEP Translation 260 Oral Interpretation of IEP Meetings Guidelines 261 Individualized Education Program Presented for Parent Signature. 264 Locking IEP- Two Stages. 265 Recessing and IEP Meeting . 266
Appendix
Sample Certificate Track Rubric 269 Progress Monitoring Teacher Feedback Form. 270 School Accommodations and Modifications 271 Student Profile- Sample Student Profile Template Student Passport- Template. Summary of Performance -Template . Summary of Performance- Sample Resource Program Report Sample.. Reference Page 279 280 281 283 287 292 293
Forms
30 Day placement Form .. Consent to Release Confidential Student Information Fee-For Service Form IEP Team Member Written Excusal Form IEP Meeting Parent Survey-Spanish. Request for Special Education Assessment Form Request to add a non-LAUSD Student Record To Welligent Single Sign-On Application For Non-District Personnel Translation Form . Welligent ID Form-Charter Welligent Record Transfer From Contact Information Green Dot Special Education Support Department Contact Information LAUSD Contact Information 321 323 296 302 303 304 306 308 310 311 312 316 317
Section # 1 Program Development Planning Tools
Green Dot Public Schools
Green Dot Special Education Program Framework: Essential Practices All Resource Specialist Programs (RSP) must provide a combination of consultative support, co-teaching in the general education classroom, and direct instruction outside the general education classroom. All three levels of RSP support must be available at the school site in order to meet all students needs. RSP: Level 1 Consultative Special Education Support with general education teachers (Special Education teacher frequently and systematically consults with general education teachers) Special education teacher implements a system and time to provide consultation to general education teachers and students (with administrative facilitation if needed) Special education teacher observes classroom instruction, student response to instruction, and provides feedback to general education teacher Special education teacher shares recommendations with general education teachers for adapted materials, instructional strategies, grading protocols and accommodations Special education teacher implements a system of student progress monitoring and communicates with general education teacher to adjust instruction and supports
RSP: Level 2 Special Education Support for students within general education classroom (Special education teacher and general education teachers collaborate and jointly deliver instruction) Special education teacher co-plans lessons with general education teachers Special education teacher and general education teacher jointly deliver instruction through a variety co-teaching models, as appropriate Special education teacher and general education teacher jointly develop and implement clear teaching roles and responsibilities for each co-teaching model Special education teacher and general education teacher reflect on effectiveness of co-teaching practices and plan adjustments
RSP: Level 3 Special Education Support for students outside the general education classroom (Special education teacher provides instruction in a learning center or Academic Success classroom.) Academic Success (or equivalent intervention class) has a structure with clear expectations, routines, grading policy, syllabus, course outline, and unit plans which are clearly communicated to students Academic Success (or equivalent intervention class) teacher creates lesson plans which include intervention on reading, writing, and math; instruction on organization skills, study skills, self advocacy, and transition Academic Success (or equivalent intervention class) includes time allotted to systematically provide support with work from other classes Schools with flexible use learning center: Special education and general education teachers establish a system for students to utilize the learning center on a flexible basis for pull out support, and clearly communicate system to general education teachers and students
Green Dot Special Education Program Framework: Essential Practices Special Day Programs, mild to moderate, provide students with intensive intervention in the core areas of literacy and math, while also providing support in subjects such as history, science, and electives. Special Day Programs, moderate to severe, provide students with instruction on the Alternate Curriculum focusing on functional skills. Level 4 Special Day Program, mild to moderate (students with disabilities receive direct instruction in specialized core classes and consultative support for accessing the general education curriculum) Courses have syllabus, course outline and unit plans, clear structures and expectations, routines and grading policies which are clearly communicated to students Lesson plans and instructional strategies reflect accommodations for students to access instruction Lesson plans created reflect rigor, student engagement, and high expectations Special Education teacher establishes regular system/time to provide consultation to general education teachers and monitor progress Special Education teacher has system for utilizing paraprofessional to support instruction in the classroom and for supporting students in the general education setting Transition services provided by special education teacher during advisory, curriculum skills, academic success or other special education class
Level 5 Special Day Program, moderate to severe (students with disabilities receive direct instruction in specialized self-contained classes focusing on functional skills and consultative support for elective classes in general education) Courses have syllabus, course outline and unit plans, clear structures and expectations, routines and grading policies which are clearly communicated to students Lesson plans reflect modified instructional strategies to support students with learning functional skills and applying the skills in real life contexts Special Education teacher establishes regular system/time to provide consultation to general education teachers and monitor progress Special Education teacher has system for utilizing paraprofessional to support instruction in the classroom, in the general education setting, and on instructional trips Transition services provided by special education teacher and integrated into all periods of instruction by focusing on functional skills instruction, transition planning and building on student interests and skills
Green Dot Special Education Program: Essential Practices Detailed Guide Green Dot schools will provide a full continuum of services and supports to meet the unique needs of our students. All Resource Specialist Programs (RSP) will provide a combination of consultative support, co-teaching in the general education classroom, and direct instruction outside the general education classroom, so all three levels of RSP support must be available at the school site. Students will receive the appropriate level of support designed around their assessed needs. RSP: Level 1 Consultative Special Education support with general education teachers (Special Education teacher frequently and systematically consults with general education teachers) Special education teacher establishes a system and time to provide consultation to general education teachers and students Every general education teacher who is responsible for providing instruction to students with disabilities needs support in doing so. Consultative support should take many forms and should be provided on an on-going basis. The special education teacher is a resource for general education teachers. How that resource is shared is detailed below: First, the special education teacher or teachers at a school should deliver professional development to the staff throughout the school year. At or before the beginning of the school year a PD needs to cover special education law, accommodations (during instruction, grading and testing), behavior support, and roles and responsibilities. Then, throughout the year, the special education teacher can play a role in administrator led PD by adding the special education perspective on whatever topic is being presented. Additionally, follow-up PDs can elaborate on topics that the staff or the special education teacher feel they need more time on. For example, if the RSP teacher is observing classes and he/she notices that many students with IEPs are struggling with test taking, a mini-PD can be developed to discuss alternative assessment options. At a different school the RSP teacher may be reviewing discipline data for his/her caseload and notices a high number of students being sent out of class for disruption. In this case, a mini-PD may be needed on positive behavior support strategies and engagement. Overall, professional development is a key vehicle for special education consultation which needs to be on-going and flexible, constantly adapting to the evolving needs of the students and staff. Second, individual consultation at the beginning of the school year is necessary so each teacher understands how to meet the needs of students with IEPs. This process begins at the beginning of the school year when the special education teacher informs general education teachers about specific student accommodations and other information from student IEPs. An IEP overview for each students IEP can be created and reviewed with each teacher. The accommodations, goals, behavioral supports, and other pertinent information needs to be shared in person so the general education teacher can ask questions and confirm that he/she understands what is necessary in order to implement the IEP. It is recommended that the special education teacher collects some
documentation that this meeting occurred as evidence of support provided and validation that the general education teacher is prepared to implement the IEP. A recommended structure for this collaborative consultation is grade level meetings. Once a quarter the special education teacher can meet with each grade level and review the accommodations and BSP information for the students on his/her caseload. The special education teacher would then log in Power School documentation of this meeting. Third, a regular time is established for the teachers to review progress, make adjustments, discuss recommendations for altering service, brainstorm strategies, and ask questions. The frequency of these regular consultations can be flexible according to the needs of the teachers, however it is recommended that it is done either twice a month, or monthly. It is recommended that more frequent consultation occurs with core teachers (weekly or bi-monthly), while elective teachers could have less frequent consultation meetings (monthly). The special education teacher should keep a schedule of agreed upon meeting times and dates and keep notes reflecting the results of each consultation. The schedule and notes should be available for administrator review. Additional consultation meetings can occur more informally as needed, however a regular time should be established to ensure that consistent support is provided and documented in Power School. Special education teacher observes classroom instruction, student response to instruction, and provides feedback Observing students in the general education setting is essential to planning appropriate supports, monitoring progress, and for making adjustments. When observing, student response to instruction and the instructional strategies should be noted in order to plan recommendations. For example, if the student seems to be not engaged during whole group lecture the special education teacher can suggest note taking scaffolds and increased checking for understanding. Expectations need to be established so that general education teachers are prepared to receive feedback and recommendations to adjust instruction and are open and receptive to this type of instructional coaching. Observation should occur on a regular basis and as needed. The priority should be to observe core classes where the students disability and difficulty with reading, writing, math and study skills (note taking, homework completion, and organization) would be likely to interfere with the student accessing instruction in the general education setting. These observations should occur weekly or bimonthly. Extra observations would be planned when progress monitoring indicates the student is struggling or when the general education teacher expresses concerns that need observation to determine appropriate adjustments and recommendations. Parameters for instructional and behavioral coaching should be established as each school site. Administrators should make it clear that the observation and feedback provided by special education teachers is non-evaluative and will not be shared with administrators. From the beginning of the year a tone of collaboration needs to be established so general education teachers are open and receptive to implementing special education teachers recommendations. Special education teachers and general
education teachers need to continually monitor student response to instruction and make adjustments after further observations. Special education teacher shares recommendations for adapted materials, instructional strategies and accommodations One of the key roles of the special education teacher is to be a resource for general education teachers so all students benefit from adapted materials, assignments, and other recommendations for making the instruction more accessible. The special education teacher should support general education teachers with adapting lesson plans in order to include strategies which support students with disabilities and other students who may struggle with traditional lesson plans. As a staff member who will be observing many general education classes, the special education teacher should support general education teachers with reflecting on their lessons and make recommendations for accommodations for not only students with disabilities, but also for other students who may be struggling. This type of support should be as needed and on-going throughout the school year. In this capacity, the special education teacher can play a role on the Student Success Team (SST) by being a consultant who recommends interventions and helps to track the effectiveness of the interventions. Special education teacher establishes a system of student progress monitoring and communicates with general education teacher and the student as needed Progress monitoring is one of the most important functions of the special education case carrier. In order to appropriately provide supports and services the special education case carrier needs to have a clear picture of how the current supports are working to meet the students needs. By regularly reviewing student performance the special education case carrier can plan needed adjustments so the student can experience more success. It is recommended that grade checks are conducted weekly for all students on the case carriers caseload. In conjunction with downloading grade and attendance data, conferences should be held with all students on the caseload. For students receiving a grade below a C in any class, discussions should be held with the student and the teacher to determine why the student is receiving the grade and what can be done to improve the students progress. The case carrier should also check that the teacher is aware of and is implementing the current accommodations on the IEP. If the IEP is being implemented, the case carrier should brainstorm if accommodations need to be adjusted to support the student with accessing the curriculum. If the teacher is not implementing the accommodations, the case carrier should work with the teacher to ensure the IEP is being implemented. If there are issues with collaboration around implementing the IEP, the case carrier should consult with the administrator and plan how the issue will be addressed. Overall, the case carrier needs to advocate for the student to have his/her IEP implemented and for the student to get the necessary supports for the student to access the curriculum. The case carrier should also regularly consult with the counselor, other school personnel, and DIS personnel to ensure the student is receiving DIS services and other needed supports. Issues that may need to be discussed include attendance, behavior, student motivation, and graduation progress.
RSP: Level 2 Special Education Support for students within general education Classroom (Special education teacher and general education teachers collaborate and jointly deliver instruction) The special education teacher needs to collaborate with general education teachers to provide support for the student to be successful in the general education setting. Collaboration can come in many forms including co-teaching, small group station teaching, parallel instruction, one teacher/ one support, and observation with consultative feedback. Depending on the needs of the student and the structure of the general education class, the collaborative model utilized will vary class by class. Teachers need to arrange individualized collaborative relationships uniquely designed to meet the demands of each situation. Special education teacher co-plans lessons with general education teachers To some degree, the special education teacher needs to be involved with the general education teacher during the lesson planning process. On the most basic level, lesson plans need to be shared so the special education teacher is aware of what is being taught in the general education classroom. Based on the lesson plan the special education teacher can then decide if there is a certain part of the lesson that will require more direct or indirect support for students to be successful. The special education teacher can also review the lesson plan to determine if accommodations on students IEPs are being taken into account by the general education teacher. If they are not, then the special education teacher would provide feedback to the general education teacher so that future lesson plans can be created which do take into account the needs of students with IEPs. The next level of collaboration in the area of lesson planning would involve both teachers collaboratively creating the lesson plans. This process could take place initially as the general education teacher is learning how to incorporate IEP considerations into the lesson planning process. Once the general education teacher is able to plan independently, the special education teacher can provide periodic feedback to the lesson planning process as needed and based on special education teacher observation of student response to instruction. Depending on student progress and grade checks, more feedback and collaborative input into lesson plans may be needed. Lesson plan collaboration may also be linked to the specific demands of the class at various times throughout the semester. For example, if the student appears to be accessing and responding to daily instruction well, but when tests are given he/she struggles, the lesson plan for tests taking days may need more special education teacher involvement. Thus the two teachers are continuously involved with planning, implementing, monitoring, and making adjustments based on the needs of the student. Special education teacher along with general education teacher utilizes a variety collaborative models to jointly deliver instruction The mode of instructional delivery should be a joint decision involving many factors. The special education and general education teacher should be aware of the various collaborative teaching models and discuss ways to collaborate that will best meet the needs of the students. Considerations such as time (special education teachers availability), space, teachers styles, subject matter and content, and
student need will all play a role in determining which collaborative model to use and when. Teachers should not be limited to using one model at all times since flexibility is essential to meeting students needs. There are a spectrum of collaborative models which all have their benefits and their limitations depending on the situation. One teach/ one supports is a model which requires the least amounts of co-planning and is the least time intensive. In this model, the special education teacher has the flexibility to support several classes in one period if he/she is spending 20 to 30 minutes per room. The special education teacher must also provide support to general education students while in the room to prevent students with special needs from being stigmatized and singled out. In this model it is important to plan the time that the special education teacher spends in the general education room so he/she is in the room during the part of the lesson when the support is useful. For example, if the special education teacher comes into the general education room while the general education teacher is lecturing, he/she may just be sitting in the room listening to the lecture. However, if the special education teacher is present during independent work time then he/she is able to be actively engaged in supporting the class by circulating and providing support to many students. In this model it is also important for the teachers to debrief about the lesson and the support provided. The insights that the special education teacher based on his/her observations of the student response to instruction provides lifts his/her role beyond that of an aide. The special education teacher should be an equal in the room and thus his/her input should be valued and utilized by the general education teacher. If the general and special education teachers have more time to plan a co-teaching system together, there are other models of co-teaching possible: station teaching, parallel teaching, and simultaneous joint delivery of instruction. In station teaching the class is divided into small groups with each teacher leading a group (with an independent group) and the students rotate. With Parallel teaching designated students receive their instruction from one or the other teachers for the purpose of differentiating how the instruction is delivered and how the students respond. The students would not rotate in this system and the groupings would not need to be equal. With simultaneous delivery of instruction both teachers are actively engaged in presenting the content. The co-teachers can either divide up what each will present or take turns with the other teacher adding clarifying comments as needed. Each co-teaching pair needs to decide which, when and why they will use the various co-teaching models and agree on how they will collaboratively co-plan in order to implement the co-teaching system. Special education teacher and general education teacher collaboratively establish grading protocols, class norms, and other shared expectations The RSP teacher should collaborate with teachers in core subject areas to make key decisions regarding grading, and other classroom expectations. Since IEP accommodations such as students having extra time for assignments or students are allowed to make up missed assignments need to be communicated to the general education teacher as the class is being planned in order for the teacher to build these accommodations into his/her class plan. Another common accommodation, students having reduced assignment length or fewer problems, would also require the classroom teacher to alter how he/she grades students with this accommodation. A math teacher would need to know how to interpret this accommodation in a different way than an English teacher. For example, in math it
could mean doing 10 instead of 20 problems, whereas in English it could mean writing 3 paragraphs instead of 5 paragraphs. In each case the RSP teacher and the general education teachers need to discuss individual students and clarify how the accommodations will influence the teachers expectations. The RSP teacher and general education teachers should also discuss behavior support and Behavior Support Plans (BSPs). It is important that all teachers know their role in implanting behavior plans and how the BSP will influence the teachers classroom management plans. For example, some students will need individual daily behavior report cards that require the teacher to monitor certain behaviors and sign off on the student meeting the goals for the target behaviors. The RSP teacher will need to review these contracts with each teacher to ensure they know how to monitor the students behavior and document it appropriately. Another example of a topic for consultative discussion is reactive strategies. The RSP teacher should review BSPs with general education teachers so all teachers are aware how to react if the student displays the target behavior instead of the replacement behavior. Special education teacher and general education teacher reflects on effectiveness of co-teaching practices and plans adjustments We recommend that the RSP teacher meets with general education teachers on a regular basis (monthly) to review how the co-teaching is working to meet student needs and to discuss possible adjustment to the co-teaching model. The teachers should look at student data such as grades and benchmark scores and work samples. After reviewing student progress the teachers could plan changes in the make up of small groups, arrangements for pull-out instruction, plans for re-teaching or planned pre-teaching, and how to utilize one teach/one observe in a more focused way. By reflecting on student outcomes after implementing co-teaching the teachers can plan adjustments that are data-based on not just based on teacher preferences. For example, often teachers will adopt the one teach/one observe or support model since it requires little planning and allows the general education teacher to continue to lead instruction. After reviewing student data the teacher may identify the need for one of the teachers to work with a small group of students in a more intensive manner to pre-teach or re-teach. Adjusting co-teaching practices based on student data also allows for an objective way to determine support systems. For example, the two teachers may decide to initially have one teacher deliver instruction while the other supports or observes as a way to monitor student response to instruction and then determine which co-teaching model is needed based on the results of the second teachers observations and the student data. After two weeks or one month of instruction, the teachers would reflect on how students are doing and then form small groups to better meet student need.
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RSP: Level 3 Special Education Support for students outside the general education classroom (Special education teacher provides instruction in a learning center or Academic Success classroom.) Academic Success class has a structure with clear expectations, routines, grading policy, syllabus, course outline, and unit plans which are clearly communicated to students The Academic Success course needs to be organized with the same elements of other courses offered at our schools. It is important that the teacher plans a course outline (plan for the year), thematic units, and individual lessons which provide a structure for the course. While the course should provide time to support students with work from other classes, the course should include other instructional objectives which will frame the class. For example, there can be 10 minute writing warm up, followed by a 20 minute lesson on a transition skill, then 45 minutes for individual student conferences to support students with work from other classes, progress monitoring, and IEP goals, and then a 15 minute lesson at the end of class on academic vocabulary. Establishing and following a structure like this also gives students a clear understanding of the goals of the class and the expectations for how grading will be conducted. By having a clear course outline with expectations for how students will be graded gives students the structure which can be reinforced through frequent progress checks. Classroom expectations for behavior also should be taught and reinforced. Academic Success teacher creates lesson plans which include remediation/intervention on reading, writing, and math; instruction on organization skills, study skills, self advocacy, test taking, and transition The Academic Success course can be used to teach many skills students need to be successful in during their high school career and beyond. Mini lessons on organization systems, study skills, self advocacy, test taking skills, and transition skills should be taught on a consistent basis. For example, the teacher could focus on a different area each week and rotate between the five learning skills areas. Another area of focus for the Academic Success class is remediation/intervention for literacy and math. After assessing each students skills the teacher can focus on target skills that groups of students need additional instruction for. Teachers should also analyze benchmark data and conduct re-teaching lessons around skills that students demonstrated weakness on after each benchmark assessment period. This intervention can also be linked to students IEP goals and will assist the special education teacher with measuring student progress toward those goals. The teacher can also choose certain instructional areas at the beginning of the year based on the previous years data to make a focus for the year. For example, recognizing that most of the students in the Academic Success class scored very low on the vocabulary strand, the teacher can plan a lesson on one key vocabulary term each class session. Academic Success class includes time allotted to systematically provide support with work from other classes
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Providing support with work from other classes is an important way that special education teachers can assist students with accessing the core curriculum. However, this support needs to be provided in a systematic manner in order for it to be efficient and effective. One starting point for organizing this support is to consult with the general education teachers on a regular basis and have them provides updates on assignments in progress or due. Then when the special education teacher talks to students about assignments that he/she can provide assistance with, the teacher can reference specific assignments and not rely solely on the student to ask for help. Another way to plan the support is to review student grades on Power School and look for assignments missed in order to provide time and support with making up the assignment. Support with assignments from other classes can also be linked to lessons on organization. For example, the teacher can teach students how to organize their class folders, notebooks, or binders in order to track upcoming projects, develop a work plan and timeline for finishing major tasks, to keep track of general work completion. Organizing and keeping this system can be an element of the class that is graded in order to further emphasize the need for students to approach their classes in a systematic way. Another element of the support provided in Academic Success class is teaching students to become self-advocates and take greater responsibility for their educational success. This will require students monitoring their progress, learning how to ask for support and asking for clarification or re-teaching, and talking to the general education teachers about accommodations needed. Schools with flexible use learning center: Special education and general education teachers establish a system for students to utilize the learning center on a flexible basis and clearly communicate system to general education teachers and students Another useful way to support students with accessing the general education curriculum is through systematic pull-out support. After consulting with general education teachers about student progress and class expectations, the teachers may agree that for certain activities or assessments the best venue for support might be pulling the student out to the learning center or special education teachers room in order to provide one-on-one or small group assistance in quiet setting. These sessions need to be organized and utilized only when it is decided that providing the support in the general education classroom is not the most effective method. When working out these arrangements, special education teachers also need to take into account and balance the needs of other students on his/her caseload. For example, if one general education algebra teacher is having students pulled out of his/her class for direct instruction in the learning center often; the special education teacher may not have adequate time to support other students in the geometry class. By collaborating with all the general education teachers who work with students on his/her caseload the special education teacher can plan an efficient and effective support system.
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Level 4 The Green Dot Mild/Moderate Special Day Program: An Early Intervention and Collaboration Model Considering that the distinguishing characteristic of Special Day Program (SDP) students is the level of skill deficits in reading, writing, and math, the Locke Cluster will immerse our students in intensive interventions to aggressively address these needs. By scheduling our SDP students in early literacy and math interventions, we will provide a high level of support and remediation early in the students high school career, thus preparing them for the core grade level content in subsequent years. After successfully completing these early interventions, our students will be better prepared to meet the academic demands of their core classes and ultimately pass the California High School Exit Exam. We feel strongly that unless we address directly the considerable achievement gaps with intensive interventions, we will not be able to say that we adequately prepared our students for college, leadership, and life. Since students with this level of learning disability have profound needs in reading, writing, and math, direct support by their special education teacher will be focused in these areas. The special education classes will be intensive interventions designed to produce rapid growth through the use of diagnostic assessments, small group instruction, lessons focused on individualized needs, frequent progress monitoring, and a high level of support and training for the teachers. The teachers will be a part of a cohort of special education teachers, all of whom teach interventions with the same basic structure, but each making subtle adjustments in the planning, content, and delivery of instruction based on the individual needs of their students. Another unique direction our Special Day Program will take is in the area of support for students in history and science courses. Students with learning disabilities have, by definition, disabilities in the area of reading, writing, and/or math; there is no such thing as a history or science disability. Therefore, what our students need to succeed in these courses are accommodations and collaboration between the general education and special education teachers. We will have students with IEPs in general education classes for history and science, while receiving indirect collaborative support from special education teachers and direct support from special education aides. This strategy will also enable the special education teachers to focus on literacy or math interventions they will be teaching directly, while moving to a support role when the students are in general education history and science courses. Overall, we feel that providing the intensive interventions in literacy and math while mainstreaming with collaboration for history and science will offer the appropriate combination of supports to address student needs and have students access the general education curriculum in the least restrictive environment. In some cases, our SDP teachers will teach Academic Success classes in order to provide our students with additional direct support for accessing the general education curriculum. In addition to this academic support, our case carriers will provide transition planning and skills instruction in order to guide our students as they prepare each year for their life after high
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school. This design, with its high level of support for the Special Day Program students will best fulfill the Green Dot mission of preparing our students for college, leadership, and life. Level 5 The Green Dot Moderate/Severe Special Day Program: Preparing to transition students to adulthood through the functional alternate curriculum Students with moderate to severe disabilities are served on their instructional level through the alternate curriculum with an emphasis on functional skills. These students will be working toward a Certificate of Completion upon graduation. We have three programs that students experience as they progress through high school: the MR class for 9th and 10th graders, the CBI class for 11th and 12th graders, and the Adult Transition class for 18-22 year olds. As students progress throughout these classes, our teachers will increasingly work on building students independence and ability to thrive in their life after high school. After working on academic skills with a functional emphasis, students will increasingly focus on employment and independent living readiness skills. These students will be integrated with their general education peers as appropriate by exposing them to electives in the general education setting. Special education teachers will work with the students and their families to monitor skill achievement and plan how to address areas of need. Each student should have a portfolio which is utilized to document progress with attaining the skills of the alternate curriculum. The portfolio can also be used to track progress toward becoming prepared to meet post secondary goals. Since students with moderate to severe disabilities possess a range of skill levels, instruction should be differentiated using small group instruction.
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ACADEMIC SUCCESS: A Learning Center Approach Purpose

Academic Success is an intervention class intended to provide support for students in their learning through academic coaching by a teacher in the areas of: Organization, Reading, Writing, Math, and Transition. The class intends to provide students with supports to meet grade level standards thought the use of strategic and targeted interventions so the student can develop skills and progress in the general education curriculum and meet Individual Education Program goals. The class will also support students with meeting the requirements of other courses they are enrolled in by providing time and individual and small group re-teaching.
Assessment Recommendations
It is recommended that all students in the class are informally assessed in the first three weeks of the school year to determine grade level performance and establish a baseline. These assessments will help the students set individual goals for areas they want to focus on improving. On-going assessment will help students self-monitor their progress and build motivation as they see their growth. Recommended Informal Assessments include: Scholastic reading Inventory (SRI) Oral Fry Reading Organizational Skills Inventory Inventory Career Interest Inventory Sand Diego Quick Math Diagnostic Time Management
Supplemental Curriculum Recommendations

It is crucial to utilize alternative/supplemental curriculum so that teachers can plan instruction according to individual student needs. Below are some suggested resources and programs: Read 180 L Book REWARDS Step-Up-To-Writing MCI Curriculum Making-Sense-Strategies ALGEBRA READY Longman Dictionaries Achieve 3000
Grade Level Curriculum Resources Books: Biology, History, Math, and English Audio Library for Grade Level Books
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Purpose Access-Learning Strategies Strategies for teaching students how to learn by teaching task specific strategies. Provide students with support to meet the demands of General Education curriculum.
% of time
Evidence-Based Tools for Instruction Recommendations Standard Base Curriculum Use in General Education Classrooms: Read 180 L Book Make Sense Strategies Software designed to provide instruction in strategies for organizing information into patterns, teaching how ideas are related, and scaffolding for learning. For teachers, the software provides methods for planning and collaborating, and for organizing for instruction. Skills for School Success Teacher directed program designed to teach critical organization skills and study skills required for success in the classroom. School behaviors, organization skills, specific learning strategies, graphics skills, and use of classroom reference materials are also included.
Access-Extension of Instruction Extension of the instruction provided within the general education classroom
70 % of instructional time
Algebra Ready Readiness program designed to support prealgebra and geometry instruction. It focuses on math knowledge and mastery of basic math. Step Up to Writing Collection of classroom-proven, multisensory strategies. Provides methods for information/expository writing. Teaches writing of topic sentences, establishes a sense of order in writing, and connects ideas together.
Purpose
% of time
Evidence-Based Tools for Instruction REWARDS A specialized reading program designed to teach a strategy for decoding multi-syllabic words. Provides practice in fluency and vocabulary development. From Clunk to Click: Collaborative Strategic Reading Intervention program designed to teach a strategy for reading comprehension. It combines the essential reading comprehension strategies that are effective in improving students understanding of text. Basic Skill BuildersMath, reading, written language Collection of over 1,500 basic skill sheets that focus on building fluency in basic skills in math, reading, grammar, and handwriting. Six Minute Solution Fluency development program designed for students in grades 3-8 or in remedial instruction. It builds fluency in six minutes. Used daily.
Intervention/Remediation
Monitoring of Progress
Exceptions Suggestions and strategies for organizing students, providing adaptations, and teaching compensation strategies.
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Special Education Recommended RSP and SDP Teacher Schedules
RSP model 2 Teachers 1 Aide: Academic Success/ Collaboration/ Consultation (Grade Level Specific)
Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Advisory
RST 1
Algebra Academic 9 Collaboration Success
Academic 10 Success
Prep-Period
Geometry English 9 Collaboration Collaboration
Pull/Out for Student consultati on/ IEP meetings
RST 2
Algebra 2 English 11 Collaboration Collaboration
English 11 Academic 11 Collaboration Success
Academic 12 Success
Prep-Period
Pull-out for student consultati on/ IEP meetings
Special Ed. Assistant
Geometry English 9 Collaboration Collaboration
English 10 English 10 English 12 Algebra 2 Pull-out for Collaboration Collaboration Collaboration Collaboration student consultati on/ IEP meetings
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RSP model 2 Teachers and 1 Aide: Academic Success/ Collaboration/ Consultation (Subject Specific)
Period 1 Period 2 Period 3 Period 4 Period 5 Period 6 Advisory
RST 1
Algebra 1 Geometry Collaboration Collaboration
Algebra 2 Prep-Period Collaboration
Academic Success
Academic Success
Pull/Out for Student consultati on/ IEP meetings
RST 2
English 9 English 10 Collaboration Collaboration
English 11 English 12 Intensive Collaboration Collaboration Pull-Out
Prep-Period
Pull-out for student consultati on/ IEP meetings
Special Ed. Assistant
Reading Reading Intervention Intervention Collaboration Collaboration
Reading English 9 English 10 Algebra 2 Pull-out for Intervention Collaboration Collaboration Collaboration student Collaboration consultati on/ IEP meetings
RSP model 1 RSP teacher: Academic Success/ Collaboration/ Consultation
Period 1
Period 2
Period 3
Period 4
Period 5
Period 6
Advisory/ Guidance
RST 1
Academic Academic English Success 9-10 Success 11-12 Collaboration
Prep- Period
Math Collaboration
English Pull-out for Collaboration student in consultation/IEP Meetings
Special Math Ed. Collaboration Assistant
English Collaboration
Math Collaboration
English 12 Collaboration
History Collaboration
Science Pull-out for Collaboration student in consultation/IEP Meetings
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For schools with SDP: Sample schedule for SDP teachers which includes direct instruction in math and English and collaborative support for other core subjects
Teacher 1 Period 1 Business Math aide with teacher Teacher 2 English 9 aide with teacher Teacher 3 Gen. Ed. Collaboration aide - gen. ed. support (science)
Period 2
Algebra aide with teacher
Lit. Intervention (double block) aide with teacher
Academic Success aide - gen. ed. support (history)
Period 3
Gen. Ed. Collaboration aide - gen ed. support (history)
Academic Success aide - gen. ed. support (history)
English 11 aide with teacher
Period 4
Math support aide with teacher
Conference aide - gen. ed. support (history)
Gen. Ed. Collaboration aide - gen. ed. support (science)
Period 5
Academic Success aide - gen ed. support (history)
Lit. Intervention (double block) aide with teacher
Conference aide - gen. ed. support (science)
Period 6
Conference aide - gen. ed. support (science)
Gen. Ed. Collaboration aide - gen. ed. support (history)
English 10 aide with teacher 5
For schools with SDP: 4 year plan for student entering school with significant skill deficits working toward minimum graduation requirements
Year 1 period 1
Lit. Int. 1 (taught by SDP)
Year 2
Literacy Intervention
Year 3
Year 4
Literacy Intervention (taught by SDP)
period 2
double block (taught by SDP)
English 9 (taught by SDP) Alg. 1 (taught by SDP) World Hist. (w/ sped support) Chemistry (w/ sped support) Academic Success (taught by SDP)
English10 (taught by SDP) Business Math (taught by SDP) U.S. History (w/ sped support) Academic Success (taught by SDP) Elective
English 11 (w/ sped support) Gov / Econ.
period 3
Math Support (taught by SDP)
period 4
Academic Success (taught by SDP)
Elective
period 5
Biology (w/ sped support)
Elective
period 6
Elective
Advisory
Study Skills
CAHSEE prep
CAHSEE prep
College Prep 6
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For schools with SDP: 4 year plan for student entering school with significant skill deficits working toward Green Dot graduation requirements
Year 1 period 1
Lit. Int. 1 (taught by SDP)
Year 2
Year 3
Year 4
English 11 (taught by SDP)
period 2
double block (taught by SDP)
English 9 (taught by SDP) Alg. 1 (taught by SDP) World Hist. (w/ sped support) Chemistry (w/ sped support) Academic Success (taught by SDP)
English10 (taught by SDP) Geometry (w/ RSP support) U.S. History (w/ sped support) Academic Success (taught by SDP) Spanish
English 12 (w/ sped support) Algebra 2 (w/ RSP support) Gov / Econ. (w/ RSP support) Elective
period 3
Math Support (taught by SDP)
period 4
Academic Success (taught by SDP)
period 5
Biology (w/ sped support)
period 6
Elective
Spanish
Advisory
Study Skills
CAHSEE prep
CAHSEE prep
College Prep 7
Sample 90-100 Minute Schedule For Academic Success Class

Time Format Who teaches Resources
20 to Whole group lesson: Organization Teacher 30 min. skills, study skills, test taking skills, transition, building academic vocabulary
Transition curriculum Kate Kinsella Skills for School Success Materials from gen. ed. Classes Computers Grade checks on Power School Class work tracker
50 to 70 min
Individual: Progress Monitoring/ Gen. Ed. Support with assignments from other classes
Teacher/aide/indepe ndent
5 to 10 Whole group: wrap up, check min class work tracker
Teacher
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Section # 2 Special Education Technical Procedures
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Special Education Standard Opening Procedures

At the beginning of each academic year we must ensure that our special education program meets the needs of our students with disabilities. Additionally, we must obtain all student records and follow specific protocols to be compliant with IDEA regulations. Below are specific guidelines that schools must follow to begin the school year: 1. Make a list of all the students who are identified in the application process or that have been identified by a parent as a child receiving special education services. 2. Request all IEP documents to be transferred to your school by: Completing the Welligent Record Transfer Request Form Faxing the official school calendar with the form to the charter division at (213) 241-8455. 3. If the student is coming from an outside district, office manager must fax a request of records to the last school of attendance. Also, ask the parent if they have the last IEP or contact your program administrator for guidance on who to contact to obtain records. 4. Request all DIS services (See page FAPE Part 2) that you can identify from the IEPs that you have from last year, and the ones that have been identified for the incoming students. 5. Provide general education teachers with Student Profile (See Appendix for Sample IEP Student Profile.) 6. Set individual times with general education teachers to go over the accommodations and modifications listed in the IEP. Provide the General Education Teacher with the copy of the IEP or an IEP Student Profile. 7. Revise students schedules: Check the number of students in each class; you need to split the number of students per grade into English and Math classes. Double-check the schedules and look for specific programming needs per IEPs recommendation. Collaborate with school counselor if necessary to make changes.
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Maintain a balance in the number of students who are clustered per class; it is recommended that there are 3-5 students per class when there is another adult in the classroom. 8. Identify Students in PowerSchool. Complete Special Education Screen. If there are multiple special education teachers at your school site you must assign a case manager to the student. See PowerSchool Special Education Screen Training Module. By the Second Week: 1. Schedule 30-day IEPs for all students coming from a different district (LAUSD is a different district). All incoming 9th graders should have a 30-day IEP except those who are enrolling from another Green Dot School. Since Locke is Home School for many students you might not need to conduct 30-day IEPs if the school is name as the offer of FAPE in the last IEP. 2. Contact Special Education Administrator to discuss placement of students whose IEP prescribes a different setting than the one offered at the nimo School of attendance. You may not make a recommendation to change SDP placement to RSP placement without consulting with an administrator prior to developing the plan. 3. Contact your clusters Special Education Program Administrator to discuss placement options when your school is not the appropriate placement for the students and the team will be recommending placement back to an LAUSD school. 4. Follow-up on the DIS services (i.e. Speech and Language) status. If LAUSD is not able to provide the services, consult with your program administrator for next steps. 5. Schedule a meeting with the psychologist assigned to the school and look over the school wide schedule to set a time and place for counseling in a confidential and quiet space free from interruptions. If a space is not available, consult with your Program Administrator. 6. Complete the School Self Review Checklist ( As a school team) 2010-2011 Self Review Checklist Revise previous years checklist and look for evidence and progress. Revise MCD Progress Report from previous year.
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Schedule a meeting with Principal/AP to review checklists. Have principal/AP approve checklist and mail or fax it to the Division of Special Education by the due date specified on the memorandum.
7. Develop a schedule for yourself and paraprofessional. Provide main office, administrators, and staff with a copy of the schedule. RST must remain flexible during the first 30 days of school to complete as many IEPs and meetings as reasonably possible for incoming 9th graders or any annual/triennials due. If an extension beyond the 30 day timeline is required for a student with a Special Day Program consult with Special Education Program Administrator. 8. Enroll in necessary trainings (see LAUSD calendar in www.lausd.net/sped) or any trainings required by Green Dot Public Schools. You may also contact LAUSD Support Unit for local trainings.
All new RSP teachers must schedule RSP Tracker Training by the first week of the beginning of the school year.
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Green Dot Public Schools Special Education Department Monthly to-do List
The following are mandated compliance items that every school within the LAUSD SELPA must complete each month. The items are part of the Modified Consent Decree (MCD) and the School Self-Review Special Education Checklist. Update and Mail SESAC: Every month, your school will receive a hard copy of your SESAC which is the roster of students receiving special education services. The RST teacher is responsible for creating a SESAC for the DIS service providers who provide services to the students on their caseload. Please update and return using one of the following methods: U.S Mail: Los Angeles Unified School District Planning, Assessment and Research Division Special Education Support Section 333 South Beaudry Avenue, Floor 21 Los Angeles, CA 90017 Fax: (213) 241-8472 Planning, Assessment and Research Division Special Education Support Section For any questions regarding SESAC, call (213) 241-6729 or contact your Green Dot Special Education Program Administrator. DIS Logs All service providers ( i.e. Resource Specialist, Counselors, School Psychologist, Language and Speech Pathologist, Visually Impaired Iterant, Deaf of Hard of Hearing. etc) must complete, print and file service logs at the end of each month.
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Recommended Protocol: Special Education Department Weekly to-do List

As a special education teacher, your assignment has an array of duties. It is important that you organize and develop systems that ensure consistency of service delivery to special education students in your school. Below are some recommended weekly practices: Collect lesson plans from teachers or principal to prepare accommodations and modifications for the week. Review collaborative schedule for the week. Check dates of exams to ensure that all accommodations are provided to the student as prescribed in their IEP. Make sure that during testing week (CST, CAHSEE) you communicate with the general Ed. teachers about what your schedule will be. If your school implements Bi-Weekly Updates which is a method in which the general education teacher informs the special educator of student progress and behavior, make sure to review them and collaborate with the teacher to support students who are having difficulty in the general education classroom. Print out attendance report to review your students attendance. Contact parent for chronic absences since this significantly impacts IEP goal progress and overall academic achievement. Also, for students with legitimate absences, make sure to collaborate with general education teachers so that the student receives support in making up assignments and tests. Complete RSP logs to maintain accurate records of service hours and service delivery. When IEPs are scheduled, call parent to confirm IEP meeting time, date and attendance. Please log all parent contacts or attempts in Welligent. Request attendance by administrator, general education teacher, translator, psychologist, DIS service providers and other participants as needed at least 10 days prior to the IEP meeting. Meet with paraprofessional to discuss schedule and weekly duties.
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Obtaining a Welligent ID
All administrators, special education teachers, and service providers must obtain a Welligent username and password. In order to obtain an account, please follow the steps listed below: Complete Single Sing-On Application for Non-District Personnel and Fax to 213-241-2074-Information Technology Division ITD-Service Desk Complete Welligent User ID form for Charter Schools Welligent-User-Form-Charter and Fax to (213) 241-8455 For questions call the IEP Support Section at (213) 241-4174
All service providers and administrators must complete the form for access. Do not forget to update Charter Staff Listing every time a provider is added or deleted. It is crucial to delete individuals from having access when they are no longer working with the student to maintain confidentiality. Complete the Welligent Staff Listing Form and fax it to (213) 241-7550.
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Enrolling in LAUSD Training

In order to access LAUSD training Special Education teachers, administrators and service providers must have a Sign-On Account from LAUSD. To enroll in LAUSD Training go to LAUSD Learning Zone and sign-up for the classes. o lz.lausd.net/lz o Username= Welligent User Name o Password = Welligent Password Also, all Designated Instructional Services (DIS) such as resource specialist, speech pathologist, counselor and school psychologist must complete service-tracker training. Support Units have trainings that will be available to charter schools. Each training has its own specific enrollment process.
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Transferring Welligent Records

It is crucial to obtain student with disabilities records immediately upon enrollment or first day of school to assure that special education services are provided to the student as prescribed in their Individual Education Program (IEP). To obtain Write and Read Welligent Access: Complete FormWelligent Record Transfer Request Form and fax to IEP Support Section (213) 241-8455 on the first day of school along with your school calendar. If the student comes from another district fax the Form-Request_Non_LAUSD_Student to LAUSD so a record can be created. Once you have faxed the above, you will have access to your students Welligent records and can begin creating new IEP documents for the 30-day meeting and set-up your service tracker. To Obtain Read only Access- Before School Starts: You have to fax Confidential Release of Records Form to IEP Support Unit which requires a parent signature and the Welligent Record Transfer Request Form after August 1st.
This will give you access to students IEP documents and you will be able to print the document. This access will NOT allow you to open a new document and create a new IEP. Having access to IEP records prior to the first day of school provides you with the opportunity to look at the services needed to comply with the IEP.
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Special Educational Evaluation Practices Involving School Psychologist

There are many types of assessments completed to determine placement and services for students in special education. Comprehensive Pyschoeducational Re-Evaluations: are completed to determine appropriate placement or eligibility must include assessment in all areas of disability placement may not be discussed in an amendment IEP remember to include a nurses assessment for a re-evaluation IEP Other types of assessments include: Functional Behavior Assessments (FBA) o To determine if a Behavior Support Plan (BSP) is necessary. o Sometimes used to revise BSP o Can be completed in an amendment, an annual, triennial or in a reevaluation Social-Emotional Assessment o To establish if counseling services or other supports are required o Can be completed in an amendment, an annual, a triennial, or in a reevaluation Manifestation Determination o Must include an analysis of the behavior supports implemented o Must include an analysis of the implementation of the IEP o Required for a Pre-Expulsion IEP
Steps for requesting additional assessments: Teacher brings concerns (from parents or teachers) to IEP providers including the school psychologist. Team may collaborate to decide if assessment is necessary. Teacher will create either the Amendment or Re-Evaluation IEP in Welligent. School Psychologist will create the Assessment Plan in Welligent. Teacher will send home the AP and let school psychologist know as soon as it is received signed. Teacher dates the assessment plan according to date received Please note that the 60-day timeline is based on the date the AP is signed.
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PsychoEducational Triennial Practices For Special Education Students

In an effort to provide all of the schools with psychoeducational services and maintain compliance within IDEIA please follow the guidelines below when requesting services. Triennial Assessment By the second week of school, submit the list of students on your caseload to school psychologist assigned to your site. If any assessments are due within the first two months of school, notify school psychologist immediately. For all Triennial IEPs with formal assessments, the teacher must create the IEP in Welligent before the School Psychologist can create an Assessment Plan. School psychologist will create ALL Assessment Plans requiring psychoeducational assessment. The school psychologist will notify you once the assessment plan has been created. Print the assessment plan and present it to the parent for signature.
Once the assessment plan is signed: When the assessment plan is returned with the parent signature please indicate the date of signature immediately on the form and indicate that the document was received in Welligent. For Triennial IEPs that require formal assessment, the AP must also be faxed to the nurse. The nurse must be added as a participant to gain access to the IEP in Welligent. Please note that the 60-calendar-day timeline is based on the date the AP is signed. Therefore, it is crucial that you update Welligent records and notify the school psychologist immediately upon receipt.
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DIS Counseling Criteria

The focus of school-based designated instruction service (DIS) counseling is to assist
students with disabilities to access the core educational curriculum and to make progress towards his/her goals and objectives.
DIS counseling services are intended to be provided on a short-term basis by school counselors, school psychologists, and interns. Students are determined eligible with an evaluation that indicates they need the services to benefit from their educational program. The following are criteria that must be considered to be appropriate for students to receive DIS Counseling: - Student has an educational need for support to access the curriculum - Students goals are focused on learning and behavior exhibited at school (not only present at home) and involves increasing skills and independence and use of new skills at school - Annual goal is achievable and measurable, and the objective is to exit student after meeting goal - Student has need for academic/behavioral skills and strategies in the educational environment. For example: recognizing and learning appropriate responses to feeling frustrated, anxious, bored, angry, learning to talk with staff about these feelings, learning who to seek out when they encounter difficult situations, learning social skills strategies The following are criteria that indicate that DIS Counseling may be inappropriate for a student. DIS Counseling may NOT be appropriate: - to maintain success or progress towards an educational program (ie: grades, skills, behavior, etc) - for students who need long-term psychotherapy or clinical treatment - for students receiving outside mental health services - if the student requires more than academic/behavioral counseling (see examples above) - if the student has a clinical diagnosis (Depression, ODD, PTSD, Conduct Disorder, Borderline Personality Disorder, Bipolar Disorder, etc)
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DIS Models of Service Delivery
(from Least Restrictive to Most Restrictive)

Indirect, Group: DIS provider collaborates and consults with teachers and staff to support groups of students in classes and educational environments Indirect, Individual: DIS provider collaborates and consults with teachers and staff to support one student in classes and educational environment Direct, Group: students are pulled from class for group counseling Direct, Individual: student is pulled from class for one-to-one counseling
Other Available School-based Mental Health Services Other mental health services (not mandated by an IEP) are available to students provided by school counselors, school psychologists, school social workers, community mental health agencies and interns. These include: referrals to the Clinical Services Mental Health program, in which MSW and MFT Interns may work with the referred student throughout the year, individually or in groups (as often as bi-weekly) referrals to outside mental health agencies which may see students on campus or in the home referral to see the School Psychologist for up to 8 weeks for short-term, solutionfocused brief counseling
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Considerations for Moving a Student to a More Restrictive Environment Student demonstrates significant skill deficits. Data must include formal and nonformal student work analysis. Student gets failing grades. A thorough review of grades must be conducted starting from Middle School when files are available. Student is supported by special education teacher in classes that he/she is struggling. The current percent of support should be above 25% of the time and it must be prescribed in the IEP as directed/collaboration services or pulled-out. For example, a student should be provided a continuum of services including a combination of Academic Success and selected pull out in areas of need. Accommodations have been implemented in classes. All general education teachers have been provided with specific accommodations that pertain to their subject area. IEP team revises accommodations and other supports on the IEP. It is highly recommended that RSP and general education teachers develop a form of tracking the type of accommodations that are working and those that are not. o Revised accommodations have been implemented and student still gets failing grades. Behavioral supports are documented and are being implemented through a behavior support plan. o If issue is behavior, IEP team conducts FBA and revises behavioral supports o Revised BSP based on the results of the FBA is implemented and data is collected
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Responding to a Parent Assessment Request

In an effort to support all nimo Schools and to help us maintain compliance with IDEIA and our SELPA requirements, we are asking that you follow these guidelines when responding to parent requests for Special Education assessment of their child. Please remember that according to Special Education law we must respond within 15 calendar days. Therefore, it is imperative to give the request to the school psychologist/administrator within 24 hours. Parents make requests for Special Education assessment of their child either verbally or in writing. o Written requests may take various forms: Handwritten notes Form letter Doctors prescription
In response to the Request, follow these steps: o Thank the parent for their concern about their child. o Tell the parent you are going to refer their request to the School Psychologist, but would like to clarify their concern: Ask the parent to explain their specific concern. Ask if the parent has spoken with teachers about the academic concerns, or counselor/administrators regarding behavioral concerns. Who did they speak with? When did they speak with the person? If they have not, suggest that they speak with teachers, counselor, or administrator in addition to the formal request for assessment. If they have, ask the outcome of the conversation.
Please contact the school psychologist assigned to your school with any questions regarding initial requests for special education assessment.
Complete the Request For Assessment LAUSD form and file in the students file.
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Requesting Services from Outside Providers

To provide students with disabilities the services necessary to receive educational benefits in our schools, Green Dot sometimes contracts out for services from outside providers. Some
typical services that an nimo school will need to obtain from an outside provider are: Nursing, Adaptive PE, Speech and Language, Deaf and Hard of Hearing, etc. We must try to obtain services from LAUSD since they are our SELPA; however, if the services are not available, you are responsible for obtaining services from another provider. The process to obtain these services is as follows: Requesting services from LAUSD Complete LAUSD Fee for Service Form and fax it along with the Assessment Plan to LAUSD (213) 241-2665. A confirmation e-mail will be sent to the schools administrator upon receipt. A second e-mail will then be sent to accept the request and directions on who to contact for the specific services or a declining of service If the services are declined, please forward the e-mail to scampo@greendot.org or phil.wolfson@greendot.org
Requesting Nursing Services from LAUSD when you have Prepaid Services Have the Assessment Plan (AP) signed by the parent. Fax the signed Assessment Plan to 818-831-1939 o Attention: Debbie Grimes You may also scan and e-mail the AP to debbie.grimes@lausd.net For any questions regarding nurse services please contact Debbie at 818-6213016.
Other Prepaid Services If you have pre-paid service for other DIS (DHH, VI) contact your program administrator to provide you with the information of the itinerant assigned to your school.
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Additional Approved Green Dot Outside Providers Total Education Solutions (TES)- Language and Speech Services Send an E-mail to Chris at ccoyle@tesidea.com with list of students who need LAS services and copy your program administrator. An e-mail confirming services will be sent to you. When requesting an initial assessment, e-mail the Speech Therapist assigned to your school and provide a copy of the assessment plan as soon as possible. Contact Chris Coyle at 323-204-1697 or ccoyle@tesidea.com if you have any questions. TES also provides other DIS services (i.e. OT, PT); please contact your school Special Ed. Program Administrator for details on how to request additional services. Believe Ability Believe Ability provides assistive technology assessments and services. To request services from Believe Ability please contact your Special Education Program Administrator for details.
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Exiting Students from Special Education

There are four reasons that a final IEP is held: 1. Student graduates with a Diploma. 2. Student obtains a Certificate of Completion and student participates in culmination exercises and voluntarily elects to exit from school prior to age 22. 3. Student reaches age 22. 4. Student is no longer eligible for Special Education Services. A final IEP may NOT be done using the amendment process. The condition under which a final IEP would be held is considered a change of placement for the student and requires the completion of a Review IEP. For those students who will be exiting because they are graduating or receiving a certificate of completion, the Exit IEP must be convene no more than 150 days prior to the students expected last day of school; including ESY if the student is eligible for ESY. Please download the Welligent Connection Volume 4, Issue 3 dated April 27, 2010 for specific guidelines on how and what to check in the Final IEP document.
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Service Logs Compliance

One of the provisions under the Modified Consent Decree mandates that all schools under LAUSD SELPA maintain records of service delivery for students with disabilities. It is important that all your service providers create, maintain, print, and file records of delivery of service in a monthly basis. Services that need to be logged using Welligent include RSP, Counseling, Speech and Language, and all other DIS services. o Every service provider must print and provide administrators with a printed copy of logs for signature and approval. o Logs must be filed in a confidential place every month. o All attempts to provide service must be logged even if the student is absent or refuses service. o Services logged should match the time and frequency as documented on the IEP. o In order for the school to be compliant with Outcome 13 of the Modified Consent Decree all service providers must regularly utilize the Welligent Service Tracking System and document service provision on a regular basis.
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Online Tutorial: Filling out Special Ed Information

Step 1: Search or browse students to find the student youd like to identify.
Step 2: Select the student by clicking his/her name.
Step 3: In the left navigation bar, click on Custom Screens under the Information heading.
Step 4: In the left navigation bar, click on 07 Special Education.
Step 5: Scroll down, fill out the Program field (RSP or SDP), and enter any DIS info known (speech, counseling, etc.).
1
42 Green Dot Public Schools
You can find this information in Welligent, as seen below:
Note: Example of a SDP student
Note: Example of a RSP student in general ed
2
Step 6: Click the Submit button to record your changes. Step 7: Click the Back button to return to the previous screen.
Step 8: If necessary, fill out the Case Carrier field. This is assigned by your school administrator.
Step 9: For the Does Student have a Behavior Support Plan field, choose Yes or No.
Step 10: In the top left corner, click the Click here to enter Primary Disability code prompt.
Step 11: In the middle of the screen, click the New button.
Note: If the student already has a primary disability code in the system and youd like to change it, click the program code number in blue, as noted below. Then, continue with Step 10.
3
Step 12: In the drop-down menu next to Education Program Code, select (144) Special Education.
Step 13: In the drop-down menu next to Primary Disability Code, select the appropriate disability code.
You can find this information in Section F of the LAUSD IEP.
Note: This is just an example. Not all students should have a code of SLD.
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Step 14: In the drop-down menu next to Education Program Membership Code, select the appropriate status: participating or eligible.
Step 15: Enter date the student started his/her special education program into the box next to Education Membership Program Start Date.
Note: You MUST enter a specific date here in order for the CALPADS enrollment to be complete. DO NOT skip this step! Step 16: Click the Submit button. Step 17: To verify that your students have been flagged properly, run a search for special education students in PowerSchool. You can do this by program with this code: iep_program#
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Online Tutorial: Exiting a Student out of Special Ed
Step 1: From the start page, search for the student or browse students to find him/her.
Step 2: In the left navigation bar, click on State/Province CA.
Step 3: In the middle of the screen, click on Program Eligibility.
Step 4: Sticking to the middle of the screen, you should see that the student has a membership code of 144. Click on the 144 in blue.
Step 5: In the Education Program Membership End Date, enter the date the student exited.
Note: DO NOT enter a date in the future, as this will limit SPED reports from running successfully
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Step 6: Next to Special Education Exit Code, select option 70: Returned to regular education
Step 7: Click the submit button, and the student has been exited!
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Online Tutorial: Exporting Special Education Students
Follow these steps to select all Special Education students as the Current Selection in PowerSchool.
Step 1: In PowerSchool, select Reports from the left navigation bar under the Functions header.
Step 2: Select the State tab in the Reports screen.
Step 3: Under the Utilities and Search Functions header in the State tab, select CALPADS Student Program Enrollments. (Towards the bottom of the page)
Step 4: In the next page, click on the Display link next to Special Education.
Step 5: At the bottom of the next page, select Make these students the current selection.
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Step 6: Go Back to PowerSchool homepage (click on the PowerSchool logo in the top left corner) and select Current Selection (##) under the Browse Students header.
Step 7: On the following page, from the dropdown under Select a function for this group of students, choose Quick Export.
Step 8: In the Quick Export page, enter the fields you want the report to populate (i.e. Student_Number, DOB, Grade_Level, etc..) Choose the Fields link to see more options.
Step 9: Click submit to start the export.
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DataDirector Quick-Start Guide for Special Education Teachers Green Dot Public Schools
Table of Contents
Logging In Searching for Students Breaking Down Benchmarks Custom Reports Contact Information
1 2 4 7 13
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Logging In To access DataDirector, open your web browser (Firefox, Safari, Internet Explorer), and type http://www.achievedata.com/greendot into your address bar. DO NOT go to datadirector.com, as you cannot log in from there.
Once youre there, enter your username and password into the appropriate boxes, as noted above. If you have yet to receive a username or password, try the following combination:
username: firstname.lastname (ex: george.washington) password: greendot
If you still cant log in, please contact the knowledge management department via the contact information listed on page 13.
DataDirector-QSG
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Searching for Students Step 1: Begin your search by clicking on the Students tab at the top of your screen.
Step 2: Scroll down and enter the students first and/or last name into the appropriate boxes.
Step 3: Click any of the GO buttons on the screen to submit your query.
Step 4: After the query has been completed, select the appropriate student by clicking on his/her name.
After doing so, a new window will open up with the students information.
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Step 5: In the new window, youll see a snapshot of student results, including CST overview, CST by cluster, CAHSEE, student schedule, and demographics. If youd like to include additional years or results, check the appropriate boxes and click the Submit button.
A time-saving tip: check every box youd like to include throughout the document, then click submit. You dont need to click submit after every section just at the end!
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Breaking Down Benchmarks After searching for a student and seeing his/her results, you may be interested in a deeper breakdown of his/her results. You can do this with benchmark results, which are listed under the Assessments portion in your new window.
Step 1: Identify the assessment youd like to break down by name. You can find the name in the heading for the assessment.
Step 2: Going back to DataDirector (and away from your new window), click on the Exams tab at the top of your page.
Step 3: In the middle of your screen, check each box next to an academic year. This will ensure benchmarks from each year are available in your search. Step 4: Click the Submit button. Step 5: In the box next to Quick Search enter the name of the benchmark exam youre looking for. Notice that as you enter the name, the results below will change. You do not need to hit Submit.
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Step 6: Click the appropriate benchmark exam in the results below.
Step 7: From the homepage for that benchmark exam, scroll down and click Student Exam Report (Complete).
Step 8: In the drop-down menu under the Available Students heading, select the student whose results youd like to view.
Once youve selected the student, youll be able to view a performance summary, the students performance by standard, and a record of the students responses for each question.
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Step 9: To download data and graphics as a PDF or Excel document, click the appropriate graphic, as noted below:
Student exam report for all students (PDF)
Student exam report for individual student (PDF)
Student exam report for individual student (Excel)
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Custom Reports If youd like to compare data for multiple students, create a custom report. Custom reports are a bit more difficult, so make sure to follow the instructions closely.
Step 1: Begin constructing your custom report by clicking on the Students tab at the top of your screen.
Step 2: Next, youll be prompted to choose the group of students who will populate your custom report. Begin by choosing the academic year(s) youd like by checking the appropriate box(es).
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Step 3: If youd like to further refine your search, enter a students name, ID, or a range of names by entering information in the appropriate boxes.
Step 4: Next, if applicable, click the checkboxes for Grade and Period. Step 5: Finally, if applicable, choose the student demographics for your custom reports. These demographics include: language fluency, ethnicity, socioeconomic status, and special education status.
Step 6: When youve finished selecting your search criteria, press the GO button (as seen above).
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Step 7: On the next screen, wait while your custom report is being created. This may take 10-15 seconds depending on the number of students in your search.
Step 8: Once the search is complete, your students will show up on the screen, complete with the search terms that youve chosen.
At times, this may be everything you need. If so, click the XLS, PDF, or TAB icons to output the data in the format youd like.
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Step 9: If youd like to add additional fields and we hope you do! click Make This a Report in the left navigation bar under the Search General heading. Step 10: Next, click Modify Columns in the left navigation bar under the Report Edit Options heading. This will allow you to add or remove search terms and to further refine your results. Step 11: To remove a single search term, click the miniature trash can next to the term. To remove multiple search terms, click the appropriate check boxes, and select delete in the drop-down menu.
Step 12: To add a search term, click the Click Here button.
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Step 13: Next, youll need to choose the appropriate filter and data set. In the left-hand column, choose the type of filter youd like (demographics, assessments, Power Data Sets (e.g., grades), etc.), the academic year, and (if applicable), the subject. You can leave the last two filters as Show All.
Step 14: Once youve chosen the filter, choose your data set. In this case, I am going to choose ELA Benchmark #2 for 2008-2009. Step 15: After doing so, you may be asked to specify your report columns. Click the appropriate checkboxes, then press Next Step to add your new column(s) to your custom report.
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Step 16: Repeat steps 10-15 for as many columns as youd like to add. Step 17: When youre finished, click the XLS, PDF, or TAB icons to output the data in the format youd like.
XLS = Excel spreadsheet PDF = Adobe Reader or any other PDF reader TAB = Text file (if youre a PC user, will open in Notepad)
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Contact Information If you have questions about DataDirector, please contact Kevin Keelen at kevin.keelen@greendot.org or 213-393-5897.
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Documenting Accommodations and BSP Implementation in Power School
The Importance of Documentation

Power School now makes it possible for us to document the collaborative communication between special and general education teachers and verification that the IEP is being implemented This documentation is an essential way to provide evidence of the schools compliance and as a way to track steps the school has taken to support students
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Begin Documentation at Log Entries Page
Choose Accommodation or BSP Implementation
Document Initial Communication
Document discussion of accommodation s
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Document Observations of Accommodations

Document observation of accommodation being implemented
Document Follow-up Discussions

Document follow up discussions about accommodations
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Document Progress Monitoring Discussion

Document follow-up discussions after progress monitoring
Document Initial BSP Implementation Discussion

At the beginning of the year, document that BSP has been introduced to teachers
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Document BSP Discussion After a Behavior Issue

After a behavior incident, document that BSP was discussed and next steps
Summary
Utilize Power School regularly to document efforts to communicate about and support the implementation of accommodations and BSP Log entries quantity and detail will vary according to student needs
A student doing well would have minimal entries documenting basic discussions A student with academic and/or behavioral issues will have more extensive logs documenting efforts and school response to issues
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Section # 3 Professional Development and Training
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Special Education Training
Resources for Administrators/Designee
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Animo B
Special Education Essential Practices

The Administrators role in monitoring and supporting special education programs
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Principles of Collaboration
1. The goal of collaboration is to create a climate of heightened professionalism between professionalsso that the students who are served by the professionals can achieve their highest potential.
2. Collaboration should provide a vehicle to facilitate independent problem solving on the part of the participants.
3. Collaboration is an interactive process that enables teams of people with diverse expertise to generate creative solutions to problems.
4. In the collaboration effort vested interests are sublimated to the broader purposes of the strategic agenda.
-The Special Educators Guide to Collaboration
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What are Special Education Service Models?

We serve students with IEPs in our Special Education Programs in a variety of ways depending on individual needs.
Service models include:

Level 1: Consultative support Level 2: Co-teaching in the general education classroom Level 3: Direct instruction outside the general education classroom
Most students will require a combination of the three types of support so schools programs should be organized to provide time for each
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What should the administrator know about service models?

It is important that the administrators know how and when collaboration is occurring Administrators and special education teachers should collaboratively arrange a schedule and description of the agreed upon collaboration models at the beginning of the year Service models should be used flexibly and adjusted depending on how students are responding to the support; as adjustment are made, revised schedules should be given to the administrator The following slides describe each service model
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What is Collaborative Consultation?

Consultation is indirect service where the special education and general education teachers discuss a variety of topics related to support students with IEPs Consultation topics include:
Student progress Behavior supports Instructional accommodations Testing accommodations Adjusting service models
Consultation should be planned on a regular basis, but can occur more frequently as needed Consultation about accommodations and Behavior Support Plans should be logged in Power School
Why is consultation important?

Consultation is essential for:
General education teachers to be aware of student accommodations and behavioral plans
General and special education teachers to reflect on student progress and student response to instruction
General and special education teachers to brainstorm more effective ways to meet student needs
General and special education teachers to communicate about student issues (including behavior)
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What is the first step toward co-teaching?

Co-teaching begins with co-planning
Levels of Co-planning: Create lessons together Review lessons and provide input regarding needed accommodations Observe student response to instruction and provide feedback to inform future lesson planning
What is Collaborative Co-Teaching?

Co-Teaching is two teachers jointly providing direct instruction and support
Co-Teaching can include a variety of models: Joint delivery of instruction Small group station teaching Parallel teaching One teach/one support
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Direct instruction outside general education classroom: Academic Success class

Academic Success class is a structured class designed to provide direct instruction on needed learning skills, math and literacy intervention, and support with work from general education classes Learning Skills instruction includes: transition skills, organization skills, study skills, and test taking skills Intervention lessons should be based on assessed needs in math and literacy General Education support provided through: Progress monitoring Consultation with general education teachers Direct support with assignments
Direct instruction outside general education classroom: Flexible use learning center
Periodic pull out to the learning center for: Pre-teaching and re-teaching Small group or individual proctoring of exams Extra time to work on assignments Extra support with major projects or activities Alternative approach to presenting the material
Considerations for organizing use of learning center: Establish guidelines for use: why, how often, when, how long Pull-out should be used sparingly to not detract from instruction in the general education classroom Balancing time of students in the learning center with the need to support students in other classes
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How should the administrator monitor the special education program?

Utilize the Special Education monitoring form (see example on next slide) to observe and reflect on program implementation
Some items can be observed directly, while others will need interviews to determine implementation
Quarterly discuss with special and general education teachers:

Student progress and grade and benchmark data as it relates to implementation of service models Reflections on how service models are working to support students and what adjustments may need to be made Feedback on collaboration and implementing accommodations
Debrief with Special Education Program Administrators about program implementation, the need for professional development, and the sharing of coaching efforts
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Special Education Essential Practices: Implementation Monitoring Rubric (An informal tool to review and reflect on the special education program)
Proficient (always)
Basic (sometimes)
Below Basic (minimal)
Not Attempting
RSP: Level 1 Consultative Special Education support
Special education teacher implements a system and time to provide consultation to general education teachers and students Special education teacher observes classroom instruction, student response to instruction, and provides feedback Special education teacher shares recommendations with general education teachers for adapted materials, instructional strategies, grading protocols and accommodations Special education teacher implements a system of student progress monitoring and communicates with general education teacher to adjust instruction and supports
RSP: Level 2 Special Education Support for students within general education Classroom
Special education teacher co-plans lessons with general education teachers
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Special education teacher and general education teacher jointly deliver instruction through a variety co-teaching models Special education teacher and general education teacher jointly develop and implement clear teaching roles and responsibilities for each co-teaching model Special education teacher and general education teacher reflect on effectiveness of co-teaching practices and plans adjustments
RSP: Level 3 Special Education Support for students outside the general education classroom
Academic Success (or equivalent intervention class) has a structure with clear expectations, routines, grading policy, syllabus, course outline, and unit plans which are clearly communicated to students Academic Success (or equivalent intervention class) teacher creates lesson plans which include intervention on reading, writing, and math; instruction on organization skills, study skills, self advocacy, and transition Academic Success (or equivalent intervention class) includes time allotted to systematically provide support with work from other classes Schools with flexible use learning center: teachers establish a system for students to utilize the learning center on a flexible basis
Special Education Essential Practices: Implementation Monitoring Rubric (An informal tool to review and reflect on the special education program)
Proficient (always) Basic (sometimes) Below Basic (minimal) Not Attempting
Level 4 Special Day Program, mild to moderate
Courses have syllabus, course outline and unit plans, clear structures and expectations, routines and grading policies which are clearly communicated to students Lesson plans and instructional strategies reflect accommodations for students to access instruction and are based on standards which reflect rigor, student engagement, and high expectations
Special Education teacher establishes regular system/time to provide consultation to general education teachers and monitor progress
Special Education teacher has system for utilizing aide to support instruction in the classroom and for supporting students in the general education setting
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Transition services provided by special education teacher during advisory, curriculum skills, academic success or other special education class
Level 5 Special Day Program, moderate to severe
Courses have syllabus, course outline and unit plans, clear structures and expectations, routines and grading policies which are clearly communicated
Lesson plans reflect modified instructional strategies to support students with learning functional skills and applying the skills in real life contexts
Special Education teacher establishes regular system/time to provide consultation to general education teachers and monitor progress
Special Education teacher has system for utilizing aide to support instruction in the classroom and for supporting students in the general education setting
Transition services provided by special education teacher during advisory, curriculum skills, academic success or other special education class
Special Education Guide for Administrators

Part 1 Program Review and Staff Reflection
sped guide part 1 program reflection
Note for Administrators

The purpose of this powerpoint is to lead your staff through a reflection regarding your special education program It is intended as a tool to question current practices, beliefs, and systems
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Reflection: What does the equation below mean to your special education team? High expectations + High level of support = High achievement
High Level of Support

Students with disabilities need various levels and types of support to meet their needs The forms of support will vary according to the students unique needs such as:
Organization Self advocacy Academic accommodations Pre-teaching/re-teaching Remediation
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Meeting Student Needs

Consider the following with your special education team:
How are we preparing our students with disabilities for college, leadership, and, life? Does the way we support our students with disabilities fit with the mission to transform public education in Los Angeles? How do we know if we provide sufficient support to meet our students needs and how can we use data to support our impressions?
Core Values and Special Education

Examine the core values and determine how they apply to how we implement special education
Unwavering believe in all students potential Passion for excellence Personal responsibility Respect for others and the community All stakeholders are critical in the education process
Consider which core values present a challenge and ways to address concerns
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Special Education Identity/school culture

How are students with disabilities viewed on your campus by:
Other students General education teachers Other staff Themselves
Is the environment inclusive, accepting, nonstigmatizing, supportive? What (if anything) might need to be changed to ensure a positive environment for all students?
Special Education Goals

What does your special education team hope to accomplish this year? What resources, support, training, and collaboration is needed to get there? What are your special education programs areas of strength and areas in need of improvement?
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Teamwork
What structures do you need in place so your special education team functions well to accomplish your goals? What data do you need to plan around in order to make informed decisions? What supports need to be in place to ensure your team stays on track and moves forward? What follow-up support do you need from your Program Administrator?
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Part 2 Program Development
sped admin guide part 2 program development
Analysis of Student Needs

Review mandated services and supports from current IEPs (for incoming and current students)
Program (RSP or SDP) Description of program (amount of time in general education and level of collaboration needed) Designated Instructional Services (Language and Speech, counseling, other therapies) Accommodations and modifications Behavior support Other unique needs
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Analysis of Student Need (continued)

Review student data to determine what possible changes are needed
Grades
Recent and historical Progress toward graduation
Test scores
CAHSEE CST Benchmarks
Attendance Behavior Skill levels

Program Planning
Determine patterns of needs and prioritize areas of focus for each program Allocate resources toward addressing needs Consider basic service for compliance and to provide educational benefit Consider what is needed to prepare students for college, leadership, and life
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Analysis of School Site Resources

Develop and post schedules of key personnel
Special Education Teachers Special Education Aides Psychologists Counselors Other staff
Sample RST Matrix

The sample RST matrices are tools for you to be able to develop your own. Please keep in mind the prescription of minutes committed at the IEP meeting. Sample matrices are a general guide and need to be implemented flexibly based on student need
For example during testing times the schedule would change to implement testing accommodations
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Services and collaboration Matrix: Pull-Out Model (RSP sample 4 year school)
Per 1 RSP teacher
Academic success 9th grade
Per 2
Gen. Ed. English Collaboration
Per 3
Per 4
Conf.
Per 5
Per 6
RSP teacher 2
Gen. Ed. Math collaboration
Gen. Ed. Math Collaboration
Conf.
RSP aide
Hist. and/or science Collaboration
Hist. and/or science Collaboration
Services and collaboration Matrix: CoTeaching/Collaboration Model (RSP sample 4 year school)
Per 1
RSP teacher Co-Teaching 9th grade English
Per 2
Co-Teaching 10th Grade English
Per 3
Gen. Ed. English collaboration
Per 4
Conf.
Per 5
Gen Ed. English collaboration
Per 6
RSP teacher 2
Co-Teaching Algebra 1
Co-Teaching Geometry
General Ed. Math collaboration
General Ed. Math collaboration
Conf.
RSP aide
Hist. and/or science collaboration
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Per 1 RSP teacher Academic success 9th grade Per 2 Gen. Ed. English collaboration Per 3 Gen. Ed. English collaboration Per 4 Conf. Per 5 Academic success 10th grade Per 6 Gen. Ed. English collaboration
RSP teacher 2
Academic success 11
General Ed. Intervention Class
Conf.
General Ed. Intervention Class
RSP aide
Services and collaboration Matrix: Co-Teaching/Collaboration Model (RSP sample 3 year school)
Per 1 RSP teacher Co-Teaching 9th Grade English Per 2 Co-Teaching 10th Grade English Per 3 English 11 collaboration Per 4 Conf. Per 5 English 12 collaboration Per 6 Gen. Ed. English collaboration
RSP teacher 2
Co-Teaching Algebra
Co-Teaching Geometry
Gen Ed. Math collaboration
Conf.
RSP aide
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Per 1 RSP teacher Academic success 9th grade Per 2 Gen. Ed. English collaboration Per 3 Gen. Ed. English collaboration Per 4 Conf. Per 5 Academic success 10th grade Per 6 Gen. Ed. Math collaboration
RSP aide
Math collaboration
Math collaboration
English collaboration
Math collaboration
Per 1 RSP teacher Academic success 9th grade Per 2 Gen. Ed. English collaboration Per 3 Gen. Ed. English collaboration Per 4 Conf. Per 5 Academic success 10th grade Per 6 Gen. Ed. Math collaboration
RSP aide
Math collaboration
Math collaboration
English collaboration
Math collaboration
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Part 3 - Beginning of the Year Procedures
sped admin guide part 3 beginning of year
Caseload Distribution
Check IEPs and distribute students to appropriate service providers Check for DIS services to establish DIS caseloads (LAS, counseling) Look for students on Welligent and fill out forms to have students transferred for school access Highlight 3 year reviews and coordinate with psychologist
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Scheduling Students
Review IEPs to determine program and required service time Cluster students into classes where supports will be allocated (6 students per class maximum) Plan direct service classes (academic success, interventions, SDP math and English)
Establishing DIS services

Review IEPs to determine needed DIS services Contract with TES for needed services Assemble DIS counseling roster and share with psychologist Assemble LAS roster to share with TES service provider Establish service days and times and check in routine with DIS service providers
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Ordering and Distributing Required Documents

Order required brochures from LAUSD stores catalog Display CRU/PRN poster To all parents: Include non-discrimination and sexual harassment policy statement in parent-student handbook Uniform Complaint Procedures brochure Section 504 brochure Are You Puzzled brochure To parents of students with disabilities: CRU/PRN Notification letter and brochure Special Education Parent Training Calendar
Plan IEP Calendar for Year

Review caseloads and IEP due dates Plan IEPs so they dont conflict with other school events Plan IEPs earlier than due dates and spread out to avoid heavy months Schools with multiple special education teachers, plan IEPs together to avoid overlap Coordinate IEP calendar with administrators and clarify system for ensuring required personnel are at the IEP meeting
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Part 4 Roles and Responsibilities: the school site administrator, the case carrier, the program administrator
sped admin guide part 4 roles and responsibilities
Case Management
The case carrier has the following responsibilities: Ensuring IEP timeline compliance Ensuring IEP implementation Monitoring student progress/collecting data
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Ensuring IEP Timeline Compliance

Collaborate with school special education team to plan system for
Scheduling annual and 3 year IEP reviews 30 day IEPs and initials ensuring required personnel are at IEP meetings follow up procedures Getting parent signatures Copies of IEP to services providers Translation
Ensuring IEP Implementation

Review the current IEPs offer of FAPE to determine needs for service and support Inform and collaborate with general education teachers to implement accommodations and other supports (document in Power School) Establish and Monitor DIS service Provide services described in the IEP Log service time (RSP and DIS)
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Service Delivery
Service delivery can be provided in different ways
Direct instruction
Academic success or other self contained class Co-teaching with general education
Indirect instruction (collaboration)

Co-planning Consultation
Progress Monitoring
Monitor student progress
Check grades on Power School Consult regularly with other teachers servicing the student about progress Collaborate with other staff to make adjustments as needed depending on student progress
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The School Site Administrator

School site administrator observes, monitors, and evaluates the special education teacher on:
IEP timeline compliance Delivery of services (Welligent service logs) Effectiveness of collaboration through observations of co-teaching, co-planning, and consultation Effectiveness of direct instruction in academic success or other self-contained class Student progress monitoring and reflection on adjustments led by special education teacher
Program Administrator Support for Case Carriers/SPED Teachers

Monitors IEP timelines and shares information with teachers Collaborates with school to develop systems for IEP compliance Meets regularly with case managers, reviews IEP compliance, and provides training as needed Observes collaboration and direct instruction and through coaching makes recommendations
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Program Administrator Support for School Site Administrators

Monitors IEP timelines and shares school site information with administrators Collaborates with school to develop systems for IEP compliance Collaborates with school to review program and make recommendations for program improvement Meets regularly with school site administrators and provides feedback and recommendations
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Special Education Administrator Guide

Part 5: Service Models
sped admin guide part 5 service models
Planning and Scheduling to Meet Student Needs

The special education program should be driven by the students needs Supports and services should be planned and allocated as needed according to the IEPs of the students Special Education Law requires us to attempt the least restrictive environment as appropriate
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Special Education Programs

The school should attempt to creatively design a program to meet each students needs Resources can be utilized flexibly and fluidly to best meet the needs of students It is important to identify what level of support is needed for each student in order to plan an appropriate program
What does Special Education Support mean?

SDP students need support for over 50% of the school day; while RSP students need support for under 50% of the school day Support does not mean a separate class outside of general education; support includes consultation, co-teaching, use of the learning center, and behavioral interventions
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Analysis of Student Need

Review student data to determine what level of support is needed:
Grades
Recent and historical Progress toward graduation
Test scores
CAHSEE CST Benchmarks
Attendance Behavior Skill levels

Service Models Overview *

Tiers of support for students with IEPs
Layer 1: Consultation (RSP and SDP) Layer 2: Co-teaching (RSP) Layer 3: Direct services, non-intensive (RSP) Layer 4: Direct services, intensive (RSP or SDP) * schools should have a blend each layer to meet all
students needs
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Layer 1: Consultation
General Education and Special Education Teachers collaboratively:
plan, analyze, modify and evaluate instruction and outcomes for students review students progress, accommodations and modifications, and instructional practices communicate effectively to plan a time, place, and format to co-plan
Layer 2: Co-teaching
General and Special Education Teachers collaboratively deliver instruction to students with and without disabilities in the general education classroom Teachers need to plan formats that work best to meet student needs
Cooperative teaching Station teaching Parallel teaching Alternative teaching Team teaching
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Layer 3: Direct Services, Nonintensive

Teacher utilizes a learning center with flexible use based on identified needs Students can be pulled out of general education class into learning center for small group or individual instruction, assessment, pre or reteaching, interventions Should be utilized on an as needed basis
Layer 4: Direct Services, Intensive

Explicit, intensive service delivered outside the general education classroom on a regular basis Students would be enrolled in a class such as Academic Success, Literacy Intervention, SDP Algebra for instruction delivered by a special education teacher The need for this level of service should be determined by the skill level of the student and other factors described in the IEP
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Direct instruction Academic Success

Academic Success supports the student with accessing the general education curriculum by working on:
Organizational skills Study Skills Self Advocacy Behavior support Re-teaching of instruction from other classes Assignments from other classes that require accommodations best applied in this setting
Intervention Classes
Intervention classes are needed when a students skills are significantly below expected level and intensive intervention is needed to:
Target Literacy skills Target Math skills
Intervention classes need to be sufficiently rigorous to bring the student up to the level that they can access the general education curriculum
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Progress Monitoring
Case Carriers need to regularly monitor the following:
Progress on IEP goals Progress in general education classes Testing data (benchmark, CST, CELT, CAHSEE)
Case Carriers need to work with other staff to make adjustments in students program based on the results of the progress monitoring Adjustments can include: altering the student schedule (mid year or mid semester), layer of support, behavior support, in class accommodations, and parent involvement
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Special Education Administrator Guide

Part 6: Behavior Support
sped admin guide part 6 behavior support
Behavior Support Plan (BSP)

A BSP is required when a students behavior impedes learning of the student or others The BSP looks at the function or communicative intent of the behavior (attention, escape, sensory) The BSP defines alternative ways the student can achieve the same function (replacement behavior)
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Behavior Support Plans

Data collection is essential
How often (frequency) does the behavior occur (establishes baseline)? When (time of day, subject, people present) does the behavior occur? Environmental factors (was the room crowded, noisy, directions unclear, hot/cold, other influences?)
Positive Behavior Support

Students should be expected to follow school-wide and classroom behavior expectations If student is experiencing behavioral challenges the school or parent may request assessment called a Functional Behavior Assessment (FBA) This assessment involves observation and data collection to determine the function of the students behavior and appropriate strategies to teach and support replacement behavior The FBA is the foundation for a well developed Behavior Support Plan (BSP) in the IEP.
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Modified Consent Decree: Outcome 5

Reduction of Suspensions: Schools need to reduce the overall number of suspensions of students with disabilities to a rate lower than 8.6% (i.e. no more than 8.6% of students with disabilities can be suspended for 1 day or more; so a school of 40 students with IEPs cannot suspend more than 3 students with IEPs in the school year)
Alternatives to Suspension
We should be proactive and implement interventions at the earliest sign behavior is impeding learning. Out of school suspension has little relationship to the misconduct and does not support (teach) behavioral change Alternatives to suspension should emphasize what the student needs to learn in order to avoid future misconduct
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Some examples include:
Community service Mini-courses on conflict resolution or anger management In school suspension (with instructional support) Other consequences linked to the misbehavior which emphasize teaching rather than punishment
Examples: Destruction of property - Pay for or fix the property Smoking in restroom No restroom privileges unless escorted to the bathroom by an adult who waits outside Inappropriate language Write letter of apology and brainstorm ways to express frustration appropriately Sexual harassment Watch video on sexual harassment and write letter of apology
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Suspension steps
1st suspension: Convene a Disciplinary Review Team meeting upon students return to review interventions, Behavior Support Plan 2nd suspension: Schedule IEP meeting upon students return to review IEP and discuss if any additional assessments are needed
Suspension Steps
8 cumulative days: discuss the relationship between disability and conduct; review behavioral assessments, review IEP and BSP 10 days of suspension or Pre-expulsion review: conduct a Manifestation Determination
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Emergency Behavior Interventions

A behavioral emergency is the demonstration of a serious unpredictable, spontaneous behavior problem which poses a clear and present danger of physical harm to the student, others, or considerable property damage Emergency behavior interventions (physical restraint) can only be used by trained personnel when absolutely necessary, and as a last resort Must be followed up with an Emergency Behavior Report for Students with Disabilities, parent notification, and an IEP meeting within 48 hours
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Understanding and Monitoring MCD (Modified Consent Decree) Reports
WhatistheMCD
LAUSD has been under federal court oversight since 1996 for systemic noncompliance of special education law. The Modified Consent Decree (a modified version of the original Chanda Smith Consent Decree) has 18 outcomes which all schools in the LAUSD SELPA must work towards
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18Outcomes
Outcome #1 Participation in the Statewide Assessment Program Outcome #2 Performance in the Statewide Assessment Program Outcome #3 Graduation Rate Outcome #4 Completion Rate Outcome #5 Reduction of Suspensions Outcome #6 Placement of Students with Disabilities with SLD and SLI Outcome #7 Placement of Students with Disabilities with All Other Disabilities Outcome #8 Home School Outcome #9 Individual Transition Plan Outcome #10 Timely Completion of Evaluations Outcome #11 Complaint Response Time Outcome #12 Informal Dispute Resolution Outcome #13 Delivery of Services Outcome #14 Increased Parent Participation Outcome # 15 Timely Completion of Future Translations Outcome #16 Increase in Qualified Providers Outcome #17 Team Consideration of Special Factors - Behavioral Interventions Outcome #18 African-American Students Identified as Emotionally Disturbed
WhichAretheOutcomeofConcern?
Outcome 2: Raising the CST scores (percent of students scoring basic and above) Outcome 3: Raising the graduation rate Outcome 5: Reducing suspensions Outcome 10: Timely completion of evaluations Outcome 13: Service delivery (documenting RSP and DIS service using Welligent)
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MCDReports
Each school should have a MCD team that reviews their MCD report monthly The report indicates which outcomes the school is meeting and not meeting The MCD team should plan how to improve the schools progress toward meeting the MCD Outcomes
SampleMCDReport
Schoolisnot meeting Outcome2 Schoolis meeting Outcome5
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MCDReportAnalysis
This example shows one area of strength and one area that needs improvement:
Outcome 5: the school has currently suspended fewer than 8.6% of students with IEPs, therefore they are on track to meet the outcome Outcome 2: the school has fewer than 27.5% (ELA) and 30.2% (Math) of its students with IEPs scoring basic and above on the CST, therefore they need to plan how they will improve student performance on next years tests
NextSteps
If you have questions about your MCD reports or are not receiving it from LAUSD, contact your Special Education Program Administrator
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Special Education Training Resources For All Teachers
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Special Education Identification and Assessment Procedures
Parent Referral Agency Referral
Special Education Referral
SST Refferral
Assessment Plan to Parent or Response Letter Denying Assessment Notification of Referral Parent Rights Assessment Plan Rejected or Not Returned Process Stops Signed Assessment Plan Returned
Assessment Conducted IEP Schedule IEP Invite Sent 10 Days Prior to Meeting
IEP Meeting Held
Assessment or IEP Rejected by Parent Independent Assessment Mediation Due Process Assessment Results Indicate Student is Ineligible for Special Education Program
Assessment Results and IEP Recommendations are accepted Parent Consent Implementation Annual Review Three Year Re-evaluation
Student is referred back to the Student Success Team for Accommodations in General Education
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Animo B
Special Education Essential Practices For General Education Teachers

Special Education teachers serve students with IEPs in a variety of ways depending on individual needs. Service models include:
Most students will require a combination of the three types of services in addition to implementation of the accommodations on their IEPs
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Accommodate, Modify, and Support

I.D.E.A. 1997 Reauthorization [300.342(b)(3)]: Specifies that the public agency shall ensure....each teacher and provider is informed of his/her specific responsibilities related to the implementing the childs IEP and the specific accommodations, modifications and supports that must be provided for the child in accordance with the IEP. Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provide equitable instructional and assessment access for students with disabilities. Accommodations do not alter the content of assignments, give students an unfair advantage, or change what a test measures Accommodations Do make it possible for students with learning disabilities to access the general education curriculum and show what they know without being impeded by their disability.
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Accommodation Categories
Presentation audio tape, large print, reduce # of items per page.... Response verbal responses, answers dictated to a scribe, tape recorder to capture responses.... Timing frequent breaks, extended time.... Setting preferential seating, special lighting/acoustics, space with minimal distractions.... Test Scheduling several timed sessions/over several days, subtests taken in a different order, administered at a specific time of day.... Other special test prep, on task/focusing prompts....
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Collaboration Step 1: Gather information and plan

Learn about the students with IEPs in your class
- Know who has IEPs - Know what the accommodations are in the IEP - Know what the students goals are - Know if there are any unique conditions - Know if there is a behavior support plan
Take IEP considerations into account when planning your course syllabus, outline, unit plans, lesson plans, exams and projects.
Collaboration Step 2: Plan with SPED teacher

Collaboratively plan with the special education teacher:
- Discuss the class structure, routines, expectations, and grading policy - Discuss what accommodations will need to be made for students with IEPs to be successful in your class - Discuss specific accommodations on students IEPs and how they will apply to participating in the class and accessing the curriculum
Collaboratively plan with the special education teacher models of service and support:
- Discuss how you will regularly communicate about student progress, behavior issues, reflection on lessons and assessment results - Discuss how students with IEPs will receive support: co-teaching, direct instruction outside the general education classroom on a pull-out basis, and consultation - Discuss which co-teaching models will work best for your students
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Collaboration Step 2: Plan with SPED teacher co-teaching

Plan the co-teaching models you will utilize in your classroom
- Joint delivery of instruction - Parallel teaching - Small group station teaching - One teach/one support or observe
Considerations for choosing co-teaching models:

- What works best for the students should be the primary consideration - Different models can be utilized as they fit into lessons and subject matter - Use of collaborative models should be flexible and adjustments should be made as teachers reflect on what students need - Take subject matter and levels of expertise into account - Decisions should be made collaboratively and both teachers need to be open to trying ideas from the other
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Collaboration Step 3: Monitor and Adjust

Regularly review student progress with special education teacher Regularly review student accommodations and discuss with special education teacher ideas for adjusting accommodations as needed Monitor student behavior, implementation of Behavior Support Plan (BSP), gather data, and plan BSP adjustments with special education teacher Regularly review service models and discuss possible adjustments Before grading periods, review with students their progress on the class assignments, how the IEP accommodations and the special education support are working for them, and student ideas for making adjustments Gather information on student performance and other data to share with special education teacher to prepare for the students annual review IEP
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Collaboration to provide Behavior Support

If the student has a Behavior Support Plan (BSP) in his/her IEP, the special education teacher will review the plan with general education teachers and monitor implementation If the student does not have a BSP, but is having behavior issues, collaborate with the special education teacher to brainstorm needed interventions If the student is having significant behavior issues that impede his/her learning and/or the learning of others, a BSP is needed Discuss your role in implementing the BSP with the special education teacher and how to document BSP effectiveness
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Understanding Learning Disabilities
What is a Processing Disorder?

A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, speak, read, write, spell, or do mathematical calculations.
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Psychological Processes
Association Attention Auditory Processing Expression Sensori-motor Visual Processing
Association
The ability to see similarities The ability to memorize The ability to learn by rote Example:
In math the student with association deficits will not be able to understand abstract concepts, and apply previous learned formulas if a problem is presented in a different form than the one he/she has been practicing.
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Attention
The ability to attend and maintain focus The ability to discriminate among responses Example:
Unable to follow in a non structured environment without specific and individual directions.
Auditory Processing
The ability to recognize and interpret auditory stimuli. Example:
A student with APD will have difficulty following multiple directions. Many children with APD may also have speech and language delays since they are unable to model language.
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Expression
The ability to effectively communicate ideas through language, either oral or written. Example:
A student with deficits in this area will struggle with writing complex compound sentences that express his/her understanding of what was read or heard.
Sensori-motor
The ability to combine input of sensorimotor information with output or motor activity. Example: Inability to write legibly
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Visual Processing
The ability to recognize and interpret visual stimuli. Example:
The student will have difficulty interpreting and gaining meaning from a visual display, such as a model, graph, map, diagram, or chart.
All students can learn and succeed, but not on the same day in the same way
William G. Spady
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Supporting Students With Disabilities
Accommodations & Modifications
Accommodate, Modify, and Support

I.D.E.A. 1997 Reauthorization [300.342(b)(3)]
Specifies that the public agency shall ensure....each teacher and provider is informed of his/her specific responsibilities related to the implementing the childs IEP and the specific accommodations, modifications and supports that must be provided for the child in accordance with the IEP.
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Teacher collaboration
It is essential for special education teachers to collaborate with general education teachers on creating, implementing, and adjusting accommodations The key to students with disabilities succeeding in accessing the general education curriculum is the application of appropriate accommodations When developing and implementing accommodations, strategies, and modifications, what works for one student may not work for another. Keep it individualized for optimum success!
Defining Accommodations
Accommodations are practices and procedures in the areas of presentation, response, setting and timing/scheduling that provide equitable instructional and assessment access for students with disabilities. Accommodations reduce or eliminate the effects of a students disability and do not reduce learning expectations.
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What are accommodations?

Alterations in the way tasks are presented that allow children with learning disabilities to complete the same assignments as other students Do not alter the content of assignments Do not give students an unfair advantage Do not change what a test measures Accommodations make it possible for students with learning disabilities to show what they know without being impeded by their disability.
Accommodation Categories
Presentation
audio tape, large print, reduce # of items per page....
Response
verbal responses, answers dictated to a scribe, tape recorder to capture responses....
Timing
frequent breaks, extended time....
Setting
preferential seating, special lighting/acoustics, space with minimal distractions....
Test Scheduling
several timed sessions/over several days, subtests taken in a different order, administered at a specific time of day....
Other
special test prep, on task/focusing prompts....
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Accommodations & Grading

Should be graded the same way as those completed without accommodations.
Meant to level the playing field. Provide equal and ready access to the task at hand. Not meant to provide an undue advantage to the user.
Implementing Accommodations
Provide pertinent pages of the IEP:
Present Level of Performance Accommodation Page(FAPE1)
Communicate & Collaborate Observe, Monitor & Adjust
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What if accommodations dont seem to be helping?

Selection and monitoring is an on-going process Changes should be made as often as needed KEY choose accommodations that address students specific areas of need and facilitate the demonstration of skill and knowledge. Keep working collaboratively with special education teacher to adjust
State & District Assessments

Required to participate May participate with accommodations and modifications Accommodation: a change in how the test is presented, administered, or how a test taker responds does not fundamentally alter what the test measures or affect the comparability of scores. Modification: a change in how the test is presented, administered, or how a test taker responds that alters what the test measures or affects the comparability of scores.
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Special Education Training Resources
For Special Education Teachers
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Animo B
Special Education Essential Practices: Special Educators

We serve students with IEPs in our Special Education Program in a variety of ways depending on individual needs. Service models include:
Most students will require a combination of the three types of support
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Principles of Collaboration
1. The goal of collaboration is to create a climate of heightened professionalism between professionalsso that the students who are served by the professionals can achieve their highest potential.
2. Collaboration should provide a vehicle to facilitate independent problem solving on the part of the participants.
3. Collaboration is an interactive process that enables teams of people with diverse expertise to generate creative solutions to problems.
4. In the collaboration effort vested interests are sublimated to the broader purposes of the strategic agenda.
-The Special Educators Guide to Collaboration
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RSP Service Models
Level 1: Collaborative Consultation
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What is Collaborative Consultation?

Consultation is indirect service where the special education and general education teachers discuss a variety of topics related to support students with IEPs Consultation topics include:
Student progress Behavior supports, Instructional accommodations and modifications, Testing accommodations, Adjusting service models
Consultation should be planned on a regular basis, but can occur more frequently as needed
When Should Consultation Occur?

Consultation needs to occur at several key points: Before class begins as teachers are planning their course in order for teachers to take individual student needs and IEP mandates into account Monthly or bi-monthly to reflect on student progress and adjustments needed Quarterly to catch failing students and plan adjustments Before important assessments to plan testing accommodations At the end of the course to review grading plans and reflect on the semester
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How is Consultation Kept Student Centered?

Consultation should be based on objective student data grades, Grade book assignment analysis benchmark scores, other assessment data, IEP information (accommodations and behavior supports By keeping the consultation centered on student data the collaboration between the special and general education teachers will remain professional Consult with administrator if teachers are having communication issues or differences of opinion
RSP Service Models
Level 2: Collaborative Co-Teaching
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What Is The First Step Toward Co-teaching?

Co-teaching begins with co-planning Levels of Co-planning: Create lessons together Review lessons and provide input regarding needed accommodations Observe student response to instruction and provide feedback to inform future lesson planning
What is Collaborative Co-Teaching?

Co-Teaching is two teachers jointly providing direct instruction and support Co-Teaching can include a variety of models: Joint simultaneous delivery of instruction Small group station teaching Parallel teaching One teach/one support
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What is Joint Delivery of Instruction?

Joint delivery of instruction involves both teachers actively engaged in direct presentation of material and/or monitoring of student work Co-Teachers divide up the lesson into parts and take turns leading the instruction The other teacher can insert clarifying comments or restate the information in a different way or provide extra alternative examples Considerations: Planning time Developing common understandings of roles Keeping instruction flowing Teacher expertise
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What is Small Group Station Teaching?

Small group station teaching is both teachers leading small group instruction and having students rotate between groups Students can be divided in a variety of ways According to skill level to present differentiated lessons Mixed abilities to present different parts of the lesson with more individual attention Flexible grouping depending on the lesson and the objectives Considerations: Planning time Common objectives and agreements Organizing groups and managing rotations
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What is Parallel Teaching?

In parallel teaching both teachers present content to groups of students simultaneously Students are divided in groups according to needs and the presentation by each teacher will vary to best meet the needs of the group The teachers can plan differentiated lessons for each group including activities uniquely designed around the skills and/or interests of the group Considerations: Planning time Noise created by concurrent presentations Management logistics
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What is One Teach/one Support?

One teach/one support involves one teacher presenting the lesson and the other teacher circulating to provide individual assistance, prompting, and redirection The second teacher observes at times in order to see how students are responding to the instruction and plan ways to address students who are not responding Teachers switch roles in order to maintain equality, provide students with alternative sources of input, and to give each teacher the chance to observe Considerations: Maintaining equality Reflecting on adjustments needed Maximizing teacher time
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How Do You Choose a Model?

What works best for the students should be the primary consideration Different models can be utilized as needed and as they fit into lessons and subject matter with varying applicability Use of collaborative models should be flexible and adjustments should be made as teachers reflect on what students need Teachers need to take subject matter and levels of expertise into account when planning support models Decisions should be made collaboratively and both teachers need to be open to trying ideas from the other
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RSP Service Models
Level 3: Direct Instruction outside the general education classroom
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Direct Instruction Outside General Education Classroom: Academic Success Class

Academic Success class is a structured class designed to provide direct instruction on needed learning skills, math and literacy intervention, and support with work from general education classes Learning Skills instruction includes: transition skills, organization skills, study skills, and test taking skills Intervention lessons based on assessed needs in math and literacy General Education support through: Progress monitoring Consultation with general education teachers Direct support with assignments
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Direct Instruction Outside General Education Classroom: Flexible Use Learning Center
Periodic pull out to the learning center for: Pre-teaching and re-teaching Small group or individual proctoring of exams Extra time to work on assignments Extra support with major projects or activities Alternative approach to presenting the material Considerations for organizing use of learning center: Establish guidelines for use: why, how often, when, how long Setting should be used sparingly to not detract from instruction in the general education classroom Balancing time with students in the learning center with the need to support students in other classes
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Things to Remember when Managing a Caseload
Maintain accurate student data

Make sure all students are accounted for Review your Active Caseload on Welligent Review your SESAC and correct all errors Update Power School Complete RSP logs monthly Coordinate DIS services with service providers
Review Previous IEPs

Review the last 3-previous IEPs when available before writing the IEP . Review IEPs at least 30-days before due date to determine participants and who is required to assess and report at the meeting.
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Develop Service Delivery/Student Schedules Develop schedules for yourself and other service providers ( i.e. paraprofessional). Review students schedule to ensure it reflects services prescribed on IEP. Talk to administrator who supports special education when students schedule needs to be arranged to meet compliance.
Scheduling Meetings
Review all IEP due dates and plan calendar of IEP meetings for the year. Provide advance notification to all participants. A parent must receive notice 10 days prior to the meeting. Develop a procedure with your school administrator/s on how to notify participants that they are required/invited to the meeting. Call the parent/guardian the day before the meeting to verify attendance. If parent is not responding to notices, make 3 attempts to notify before holding meeting.
Before an IEP
At least three days before the IEP meeting, check to see that all participants have been added to Welligent and have worked on their assigned part. Collect all work samples and complete assessments. Send a friendly reminder to all participants of upcoming meeting.
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During an IEP
Have an Agenda for the meeting Provide all participants with copies of a draft IEP. Provide parent with safeguards and procedures. Introduce the meeting and purpose Ask for parent input/concerns Discuss PLPs, Goals, Services, Offer of FAPE Provide the parent with the right to translation when applicable. Ask for parent input and ask for permission to finalize the IEP. Present the IEP for parent signature Provide copy of completed IEP. Constantly ask the team for agreement and consensus through the different parts of the IEP.
After the Meeting

File original IEP into Students Green Folder (Attach Copy of Notification) Provide all service providers with a copy/summary of the IEP and recommendations. Set-up RSP logs to reflect last agreed-upon services. Send Goal Progress Reports home when general education reports are mailed home.
Remember
Always make your decisions in the best interest of the student Always communicate and make the parent/guardian an active participant of the IEP process
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Working with Special Education Assistants
Essential Elements of Utilizing Assistants

SPED Assistants should be recognized as being important to the success of our students They are to be respected and valued as members of the educational team They should play an active role by providing student encouragement, support, and advocacy Communication should be carefully planned, clear, and on-going They should understand the needs of students with disabilities They should receive support and feedback from their lead teacher and administrator
Confidentiality
Confidentiality should be maintained with written records, observed behavior, and personal communication The SPED aide should refer questions about student progress to the teacher If the teacher is unavailable, the SPED aide should refer inquires to the administrator The SPED aide should only discuss information with the teacher and determine with the teacher which other staff members need information
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Training Required
SPED aides should have an initial training including the following: Overview of school policies and procedures Discipline procedures Disability awareness Safety and emergency procedures IEP and SPED law overview Roles and responsibilities School curriculum Individual student support plans including academic and behavioral support plans
Suggested Responsibilities
Assist students in performing activities planned by the teacher Reinforce learning activities in small group instruction Assist in preparing instructional materials Assist with collecting student data and other assessment information Follow and maintain teacher established classroom management strategies Assist in setting up and monitoring learning centers Copying, filing, and maintaining room environment
Best Practices for Working with Students

Build positive relationships with students Provide students with positive feedback Help students succeed in order to build motivation (success breeds success) When talking to students: be confident, firm, fair, and communicate high expectations for learning and behavior
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Suggestions for Teachers Working with SPED Aides

View the aide as part of the team Share your classroom expectations Share your expectations for the aide Define roles and responsibilities Be direct and provide supervision Provide feedback and exchange ideas Debrief activities and involve the aide in planning
Progress Monitoring and making adjustments

The SPED aide can assist with collecting data on student performance and progress The SPED aide can share with the teacher observations of the student response to instruction in the general education classroom The teacher and the aide should reflect on the observations and plan needed changes to the accommodations The SPED aides feedback can be used to plan re-teaching in the special education setting
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Transition Planning
A Resource Guide For Case Managers
The Requirement
All students prior to their 14th birthday (according to the Modified Consent Decree) must have a Transition Plan as part of their IEP Must be based on age appropriate transition assessments.
The Assessment Process

Prior to drafting a students Individual Transition Plan, a case manager must complete at least 2 assessments that identify a students preferences, strengths, and areas of challenge.
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The Assessment Process

A case manager may use a variety of different measures to assess a students interests and skill levels.
Informal
Interviews Questionnaires IE. Learn to Earn, Ca Career Zone Interest Profiler, SRI scores, San Diego Quick etc. Commercially made product IE. Woodcock Johnson, Brigance, LCCE etc
Formal

The Post-Secondary Goal

Each student must have a minimum of two post-secondary goals listed in their IEP:
One in education/training One in employment Independent living is required if identified as an area of need
What are Post-Secondary Goals? Post These are specific goals that address what the student hopes to achieve after leaving the public school system. (We are still obligated to provide services until a student either earns a diploma or ages out at 22) The goals should directly relate to the students interests, preferences, and desires. The goals should be measurable AND realistic.
Measurable, in this case, means traceable to whether or not the student achieved his/her goal
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Transition Services to Support Post Secondary Goals

This section identifies the coordinated set of activities a student participates in that leads to his/her transition to post school life. This can include guest speakers, field trips, workshops, classes at the occupational center, meetings with counselors, participating on sports teams, balancing check books, participating in vocational activities, participating in CBI
Who Can Provide Services?

A Teacher A Counselor Community Based Instruction A Vocational Class Regional Center Parents should NOT be made fully responsible for service provision.
Course of Study
Each student should have a course of study for high school that is developed based on their interests, preferences, and postsecondary education/training and/or employment goals.
IE. Student would like to attend a vocational program to earn a certificate in Music Production. Course of study should include a music course on or off site in addition to graduation requirements.
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ITP Reminders
Every year the IEP team must review the ITP and modify as necessary depending on students interests, skills, and strengths.
Compliance
150 days prior to culmination (high school diploma, certificate of completion, or aging out) every student with an IEP must have an Final IEP. Every student prior to the last day of school must be provided with a summary of performance (SOP) Every student must complete the Senior Inventory Survey
Prior to the IEP/ITP Meeting

Make sure you have completed the assessments. Invite both the student and parent (unless the student is over the age of 18) Invite or solicit any input from outside agencies (depending on the students desires and preferences)
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Summary of Performance
Summary of Performance (SOP)

Purpose of the document is to assist students in receiving needed support in post-secondary settings. Due to the fact that students who leave the public school system are no longer protected under IDEIA, the SOP becomes one of the most important documents that other agencies utilize to provide services under ADA.
How do PLOPs link to SOPs?

The more objective information that is provided in a students PLOP the easier it is to measure progress each year thereafter
9th Grade = Base Line Data collection year due to the fact that there may be inadequate information in the students IEPs. We do not want post secondary educational settings to feel the same way we do when students enroll into their program.
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Present Level of Performance

Strengths
Student is able to .
Challenges/Needs
Student has difficulty with In order to access general education curriculum, student requires
Impact of Disability
IE. Due to students Specific Learning Disability in the area of auditory processing, students reading ability is impacted which hinders access to general education curriculum.
Data Collection
Informal Assessments:
SRI San Diego Quick Math Diagnostics
CST Benchmarks Curriculum Based Assessment-Work Samples Teacher Work Sample Teacher Reports Transition Assessments Portfolio
Remember
The goal for students with special needs, should always be to prepare them for post secondary life. The IEP/ITP should be tailored to assist them in meeting their post secondary goals in the areas of education/training and employment as well as independent living.
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Transition Reminders and Sequence

Age Appropriate Transition Assessment (At least 2 instruments)
Measurable and Realistic Postsecondary Goal (At least 2Education/Training and Employment)
Transition Services to Support Post Secondary Goals
Transition Services including HS Course of Study
Age of Majority Notification (Age 17)
Summary of Performance Exit IEP Copy of Current Evaluation
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Individual Education Program (IEP) Development

Initial Evaluation
Initial
What is the Initial IEP

Conducting a complete initial special education assessment of a student, consistent with their assessment plan, is an essential part of the special education process. The assessment should be directed to the following purpose:
To provide the IEP team with the information it will need to determine whether the child has a disability and requires special education and related services. To provide the IEP team with information regarding the childs present levels of educational performance. To provide the IEP team with information that will inform its decisions regarding the instructional and other needs of the child and the accommodations, modifications, and services that may be required.
Initial
Create Initial IEP Document

The first step after making the decision to initially assess a student for special education services student is to create a Initial IEP document in Welligent. The Resource Specialist assigned to the case will need to create the Welligent document and add the school psychologist as a participant and notify him/her that the document has been created. The school psychologist will then create an assessment plan to present it to parent for signature.
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What is an Assessment Plan

The Assessment Plan will indicate who will be assessing and what type of assessments will be conducted to determine if the student is eligible to receive special education services: For example:
School Psychologist uses standardize measures to determine if a student meets eligibility criteria. The Nurse also conducts a Health Assessment Other Related Service providers will also need to conduct formal assessments in order to establish eligibility.
Initial
Compliance-Note
If the parent requested Initial Special Education assessment and the school response is that they will grant the request; we must provide the parent with a an assessment plan within 15 days of the request. The school psychologist will be in contact with the parent and collaborate with RST to meet the timeline.
Initial
Who coordinates the assessment?

The Resource Specialist Assigned to the case: After the School Psychologist creates the Assessment Plan; the case carrier will be responsible to print the AP and send it home to the parent. The AP will be return to the Case Carrier and she/he is responsible to provide copies to all assessors within two days after receive. The must common assessors are School psychologist and Nurse The 60 day timeline starts the day the assessment plan is received. It is really important that all dates are documented in Welligent in order to make sure compliance is met.
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Add Participants on Welligent

Management
All Require Participants should be added as soon as the IEP is created. Welligent will send notification to Service Providers but you should also send an email notifying them of upcoming IEP.
Initial
Participants
Document Assessment Timelines

Once you get the assessment plan you must complete the assessment screen with dates and assigned all the assessors for each area.
Assessment, Evaluation & PLOPS
Assessment
Initial l
Assessment Screen
Request
Assessment Area
Parent Consent Timelines
Initial
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Completing The Request Screen

Request:
For a three-year evaluation with formal assessment you will pick the third one of the options. Remember that a request can be made by the school or parent.
To determine if a change in the Students Special Education Program and/or related services are needed
Initial
Completing the Assessment Area Screen

You must complete the new assessment screen so that the assessors can be documented in Welligent. Look over the assessment plan so that you can create the appropriate assessment and assigned it to the assessor. You will not be able to add assessors if you have not include them as a participant.
New Assessments
Initial
Creating the Assessment Type

1. Choose Single Assessment with Multiple Areas 2. Complete Assessment Category 3. Complete Assessment Areas
1)Single Assessment with Multiple Areas
2)Assessment Category
3) Assessment Areas
Initial 3-YearReview-Formal
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VERY IMPORTANT
Please remember to check the AP to make sure you are assigning the correct type of assessment to the appropriate assessor, for example:
School Psychologist: Academic Performance, General Ability, Social Emotional Nurse: Health and Development including Vision and Hearing
Required Elements
Report Compliance
The following reports must be developed and presented to the parent for every initial IEP evaluation: School Psychologist Report Resource Specialist Report Additional Reports might be presented depending on the areas of assessment. Remember that every assessor ( i.e. LAS, OT, PT) if indicated in the assessment plan will need to have a report to determine eligibility for those specific servies.
Initial
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Every initial must include Present Level of Performance in the following areas: Reading Writing Math Health ( OHI, TBI, or MD Eligibility only) Social Emotional Cognitive General Ability The following areas are as needed: Speech and Language DHH Visually Impaired Orthopedic Impairment Physical Therapy The easiest way to remember is that every service provider that assessed the child must have a present level of performance in order to make recommendation if the student will benefit for services in the area or meet eligibility under that eligibility criteria.
Do I still have to write a PLOP if the school psychologist did the academic testing? Yes, as a case carrier it is your responsibility to write or add to the present level of performance that are reflective of what the student can do in the classroom The standardized scores from the assessment (i.e. Woodcock Johnson) should not be the only data use in the PLOPs.
Important Note
It is extremely important to collaborate with school psychologist and any other service providers prior to the IEP meeting. If the student meets eligibility the RSP teacher must be ready with a draft of recommendations such as goals, accommodations, transition goals, and master plan goals.
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Student Is Eligible
Initial
Prescribed Goals
A goal must be written for every PLOP in which challenges/needs are identified:
Reading PLOP Writing PLOP Behavior PLOP Social Emotional Reading Goal Writing Goal Behavior Support Plan Counseling Goal LAS GOAL
Language & Speech PLOP
Develop a Master Plan

All students identify as English Language Learners (ELL) and have not meet proficiency levels must have a Master Plan included in their IEP. You must review CELDT Data in order to determine their level and what areas the student needs support in the area of English Language Development. The plan must include a goal related to Language Development.
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Develop an Individual Transition Plan

Every student must have a ITP in their IEP by the time they reach 14 years of age. You must conduct at least two assessment types to identify areas of interest and establish transition goals. Interview alone is not enough as an assessment tool for transition. Post-secondary goals in the areas of: education/training, employment and independent living must be identified. The ITP must describe the type of support the student will need to achieve their post-secondary goal.
Initial
Prescribed Testing Accommodations/ Modifications

Section K of the IEP must be completed in order to prescribed specific accommodations in the Standardized Exams. Please consult with teachers to see what type of accommodations the student requires to be successful in the subject matter. Testing accommodations/modification sometimes can invalidate the scores; therefore, be sure to consult with the program administrator when prescribing modifications to students who are on track to graduate with a diploma.
Accommodations/Modifications
The accommodations/modifications should be review every year. You must determine if the accommodations are working: obtain feedback from teachers to make sure that they are appropriate for the student. Modifications alter the curriculum or testing environment so be sure that the IEP team understands this and that they are in agreement of what the additional steps (waiver processes) or track the student is being recommended for.
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FAPE 1 SAMPLE- Student Working Towards HS DIPLOMA IN RSP

Curriculum General Education
Placement Type of School: Independent Charter School: Animo
Instructional Setting Setting: General Education Program: GE Special Day Minutes/WK: Leave Blank Addresses Goals: Reading, Writing, Vocational Additional Factor Answer all Questions according to recommendations if the student doesnt receive any select NO/NONE
You only answer yes in transportation if the student receives home to school specialized transportation. If the student takes the regular school bus click NO
Extended School Year (ESY) not the same as SUMMER SCHOOL
Accommodations/Modifications must be documented in this part of FAPE and should be determine by needs on PLOPs Initial
FAPE 1 SAMPLE- Student Working Towards HS DIPLOMA IN SPD

Instructional Setting Setting: Special Education Program: SLD Special Day Minutes/WK: Enter Appropriate Min. (890) Addresses Goals: Reading, Writing, Vocational Additional Factor Answer all Questions according to recommendations if the student doesnt receive any select NO/NONE
Extended School Year (ESY) not the same as SUMMER SCHOOL
Accommodations/Modifications must be documented in this part of FAPE and should be determine by needs on PLOPs Initial
FAPE 1 SAMPLE Continued

This Section is extremely important during the 2nd annual; consult with School Psychologist if Formal Testing will be required to establish eligibility in the 3-year review. (This replace the Box in Section H of the old IEP Document)
Low Incidence Equipment refers to SPECIALIZED equipment that is use by student to access curriculum ( i.e. DHH Student uses FM amplifier, VI student uses magnifier) Assistive Technology refers to SPECIALIZED equipment use by student to access curriculum and is not use by any other student who doesnt have a disability ( i.e. Communicative Devices)
Initial AnnualReviews
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FAPE 1 SAMPLE Continue

This Section is extremely important during the 2nd annual; consult with School Psychologist if Formal Testing will be require to establish eligibility in the 3-year review. (This replace the Box in Section H of the old IEP Document)
If the answer is Yes please be sure to indicate the areas in which reevaluation is needed. i.e. Academic Achievement
Mandatory IEP Attendance of Service Providers:

It is require by law that the service provider is in attendance to the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a Team Member Written Excusal Form signed by the parent. If a parent doesnt give you permission; you cannot proceed with the meeting until all team members able to attend the meeting.
Downloads!
Team Member Written Excusal Form
Student is NOT Eligible
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Required Pages
If The IEP team decides that the student doesnt meet special education eligibility You will only need to complete:
PLOPs Eligibility- Page 4 Section A, B Signature- Pages 10 & 11 Safeguards- Section N
The system will automatically recognize that the student did not meet eligibility and will not make you complete the additional pages. Do not prescribed any services for students that do not meet eligibility.
Initial
Collaborate!
It is recommended that you collaborate with all assessor prior to the meeting so that you can draft the appropriate sections of the IEP document. Always contact your special education program administrator prior to an initial IEP meeting to clarify or ask any questions/concerns.
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30-Day IEPs
What is the a 30-Day IEP

A 30-day IEP is done when a student comes from an outside district. LAUSD is consider an outside district for independent charter schools; therefore, we must have 30-Day IEPs for every student who enrolls with an IEP. Locke is a transformation project, therefore, they are considered a school of residence; no 30-day IEP is necessary for students at Locke except for those coming from an outside district ( i.e. Compton, Inglewood).
What is the purpose of the 30-Day

The purpose of the 30-Day IEP is to provide the student coming from an outside district with a current IEP that prescribes the way the school will be able to provide Special Education Services at your school. Additionally, the IEP in the 30-Day meeting will be able to make recommendations based on the student performance and assessments; sometimes the school might need to determine if the program offered at the site will be able to meet the students needs and considered the least restrictive environment.
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What do I need to include?

You will need to complete all sections as if you were conducting an annual review. You may use information from the current out of district IEP as review of records if they appropriately address the student needs.

Every 30-day Review must include Present Level of Performance in all the areas the student receives services. This areas include but not limited to:
Reading Writing Math Behavior Counseling Speech and Language DHH Visually Impaired Health ( OHI, TBI, or MD Eligibility only)
The easiest way to remember is that every service provider that the student sees must have a present level of performance included in the annual review in order to make recommendation if the student will continue receiving services in the area.
AnnualReviews
Notification of 30-Day All Service Providers:

Please make sure to provide notice of the 30-day IEP meeting to all service providers (i.e. Language and Speech Pathologist, DHH) at least 10-days prior to meeting so that the provider can: Informally assess if the student continues to benefit from the services and write their PLOP Measure IEP goal progress Establish eligibility to continue services Prescribe a goal if services will continue Only the expert in the area is legally able to determine progress. It is the IEP team that makes final recommendations of services and establishes them as part of the offer of FAPE.
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Management
All Required Participants should be added as soon as the IEP is created. Welligent will send notification to Service Providers but you should also send an email notifying them of upcoming IEP.
Participants

It is required by law that the service provider is in attendance at the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a Team Member Written Excusal Form signed by the parent. If a parent doesnt give you permission; you cannot proceed with the meeting until all team members are able to attend the meeting.
Downloads!
Goals :
Reading PLOP Writing PLOP Behavior PLOP Reading Goal Writing Goal Behavior Support Plan LAS GOAL
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Master Plan
All students identified as English Language Learners (ELL) and have not met proficiency levels must have a Master Plan included in their IEP. You must review CELDT Data in order to determine their level and what areas the student needs support in the area of English Language Development. All students who are not currently enrolled in ESL classes, should be PRP in the IEP. The plan must include a goal related to Language Development.
Individual Transition Plan

Every student must have an ITP in their IEP by the time they reach 14 years of age. You must conduct at least two assessment types to identify areas of interest and establish transition goals. Interview alone is not enough as an assessment tool for transition. Post-secondary goals in the areas of: education/training, employment and independent living must be identified. The ITP must describe the type of support the student will need to achieve their post-secondary goal.
Testing Accommodations/ Modifications

Section K of the IEP must be completed in order to prescribe specific accommodations on Standardized Exams. Please consult with teachers to see what type of accommodations the student requires to be successful in their subject matter.
Testing accommodations/modification sometimes can invalidate the scores; therefore, be sure to consult with the program administrator when prescribing modifications to students who are on track to graduate with a diploma.
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NEVER SAY.
It is our school policy that student have this accommodation. It is our school policy that all students can only have Extended Time during the first CAHSEE administration. The reason why we have an IEP is because we must have individualized ways to provide access to students in the general education setting
The accommodations/modifications should be reviewed every year. You must determine if the accommodations are working: obtain feedback from teachers to make sure that they are appropriate for the student. Modifications alter the curriculum or testing environment so be sure that the IEP team understands this and that they are in agreement.

Instructional Setting Setting: General Education Program: GE Special Day Minutes/WK: Leave Blank Addresses Goals: Reading, Writing, Vocational Additional Factors Answer all Questions according to recommendations if the student doesnt receive any select NO/NONE
Extended School Year (ESY) is not the same as SUMMER SCHOOL
Accommodations/Modifications must be documented in this part of FAPE and should be determine by needs on PLOPs
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FAPE 1 SAMPLE- Student Working Towards HS DIPLOMA IN SDP

Instructional Setting Setting: Special Education Program: SLD Special Day Minutes/WK: Enter Appropriate Min. (890) Addresses Goals: Reading, Writing, Vocational Additional Factors Answer all Questions according to recommendations if the student doesnt receive any select NO/NONE
Accommodations/Modifications must be documented in this part of FAPE and should be determined by needs on PLOPs

This Section is extremely important during the 2nd annual; consult with School Psychologist if Formal Testing will be require to establish eligibility in the 3-year review. (This replaced the Box in Section H of the old IEP Document)
Low Incidence Equipment refers to SPECIALIZED equipment that is used by student to access curriculum ( i.e. DHH Student uses FM amplifier, VI student uses magnifier) Assistive Technology refers to SPECIALIZED equipment used by student to access curriculum and is not used by any other student who doesnt have a disability ( i.e. Communicative Devices)
Do we always have to complete FAPE 2?

Yes, but the service section is only completed when the student receives DIS Services and RSP.
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What is DIS services?

Designated Instructional Services Examples of DIS services Include:
Resource Specialist Program Counseling and Guidance Deaf/Hard of Hearing Itinerant Language and Speech Adapted PE Audiology Blind/Partially Sighted
FAPE 2 Things to Consider when completing Service Section:

Only students with DIS services should have this page completed. Minutes should be in accordance to what the IEP team discusses: It is illegal to change minutes after the meeting has been held. Pull-Out minutes are those that are provided outside the general education class. Academic Success Class minutes should be documented in this section.
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Annual IEPs
AnnualReviews
What is the IEP

The IEP is a written document that is the districts offer of a Free Appropriate Public Education ( FAPE) and is developed and agreed on by a TEAM, at a meeting, that documents:
Eligibility Present Level Of Performance and Education Needs Goals and Objectives the student is to achieve Related Services, Accommodations, Modifications, the student needs and will receive Appropriate Placement for the student How will the students progress will be assessed and reported
AnnualReviews
The IEP is continued.

An agreement that the student will receive what is specified in the IEP. A communication vehicle enabling the PARENT, professionals and student to make joint informed decisions. A compliance tool enabling schools and state/federal agencies to determine whether a student is receiving FAPE by assessing whether the IEP meets legal requirements and whether the student is receiving what is documented on the IEP. A commitment of resources necessary to enable the student to receive needed special education and related services.
AnnualReviews
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Annual Reviews
Every student must have at least one IEP conducted every year. The Annual IEP is held to review: The students progress, goals, accommodations and services within the year. Make necessary revisions such as DIS service provision, type of accommodations, and document progress or lack of progress.
Assessment Annual Reviews

Assessment MUST always be included in any type of IEP Review. Special Education Teachers, Resource Teachers and General Education teachers must find tools that identify the students progress towards IEP goals and identify present level of performance.
It is recommended that there is a consistency in the tools one uses to assess so that the progress is measurable.
AnnualReviews
Assessing for Annual Reviews

It is ideal to use curriculum based measures to assess a student progress Also, it is important to also use assessments that are relevant to what the students are capable of doing in the setting they are receiving their education.
Work samples, benchmark scores, observation, teacher reports, informal reading inventories, Curriculum Based Assessment ( i.e. Algebra Test, History Exams) and inventories are always adequate tools to assess students progress.
AnnualReviews
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During Assessment AVOID:

Using only one single assessment tool ( i.e. CST Scores, SRI) Reports based ONLY on Teacher Reports or observation
You want to be able to defend the PLPs in front of a court hearing official with documentation on how you got to the conclusions if you ever have to go to Due Process.
AnnualReviews

Every Annual Review must include Present Level of Performance in all the areas the student receives services. This areas include but not limited to:
The easiest way to remember is that every service provider that the student sees must have a present level of performance included in the annual review in order to make recommendation if the student will continue receiving services in the area.
AnnualReviews
Notification of IEP Annual Review to All Service Providers:

Please make sure to provide notice of the IEP Annual meeting to all service providers (i.e. Language and Speech Pathologist, DHH) at least 30-days prior to meeting so that the provider can: Informally assess if the student continues to benefit from the services and write their PLOP Measure IEP goal progress Establish eligibility to continue services Prescribe a goal if services will continue Only the expert in the area is legally able to determine progress. It is the IEP team that makes final recommendations of services and establishes them as part of the offer of FAPE.
AnnualReviews
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Management
Participants

It is required by law that the service provider is in attendance at the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a Team Member Written Excusal Form signed by the parent. If a parent doesnt give you permission; you cannot proceed with the meeting until all team members are able to attend the meeting.
Downloads!
AnnualReviews
Goals :
AnnualReviews
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Master Plan
All students identified as English Language Learners (ELL) and have not met proficiency levels must have a Master Plan included in their IEP. You must review CELDT Data in order to determine their level and what areas the student needs support in the area of English Language Development. All students who are not currently enrolled in ESL classes, should be PRP in the IEP. The plan must include a goal related to Language Development.
AnnualReviews


AnnualReviews
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NEVER SAY.
It is our school policy that student have this accommodation. It is our school policy that all students can only have Extended Time during the first CAHSEE administration. The reason why we have an IEP is because we must have individualized ways to provide access to students in the general education setting
AnnualReviews
AnnualReviews

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Low Incidence Equipment refers to SPECIALIZED equipment that is used by student to access curriculum ( i.e. DHH Student uses FM amplifier, VI student uses magnifier) Assistive Technology refers to SPECIALIZED equipment used by student to access curriculum and is not used by any other student who doesnt have a disability ( i.e. Communicative Devices)

AnnualReviews
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AnnualReviews

Only students with DIS services should have this page completed. Minutes should be in accordance to what the IEP team discusses: It is illegal to change minutes after the meeting has been held. Pull-Out minutes are those that are provided outside the general education class. Academic Success Class minutes should be documented in this section.
AnnualReviews
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3-year Review No Formal Assessment
3-YearReviewNon-Formal
What is the IEP-Review

Eligibility Present Level Of Performance and Education Needs Goals and Objectives the student is to achieve Related Services, Accommodations, Modifications, the student needs and will receive Appropriate Placement for the student How the students progress be assessed and reported
3-Year Reviews ( IEPs)

Every three years, the IEP team must assess thoroughly to determine if the student continues to be eligible to receive special education services. Some three years review require a Formal-Evaluation and others only require a review of records and the use of non-formal assessment tools.
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3-Year Review
Non-Formal Assessment
Assessing for 3-Year Reviews: Using Non-Formal Measures

During a Non-Formal 3-Year evaluation a teacher may use the following to establish Present Levels of Performance:
Curriculum based measures CST reports Benchmark scores Observation Teacher reports Informal Reading Inventories
During a 3-year review, avoid using only one single measure. It is also best practice to review the last three IEPs to look at the student progress and determine if the recommendations have provided educational benefit for the student.
Assessment continued.
School Psychologist will review records and complete an informal report (letter) on student progress in the last three years. Other service providers ( i.e. DHH, LAS, VI) will need to report on progress and establish eligibility.
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Do I need an Assessment Plan signed? No! When there is no formal testing being administered, there is no need for an assessment plan.
Required Elements

Every 3-YearReview must include Present Level of Performance in all the areas the student receives services. These areas include but are not limited to:
The easiest way to remember is that every service provider that the child sees must have a present level of performance included in the review in order to make recommendations on whether or not the student will continue receiving services or not.
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Notification of IEP 3- Review to All Service Providers:

Please make sure to provide notice of the 3-year review to all service providers ( i.e. Language and Speech Pathologist, DHH) at least 60-days prior to meeting so that the provider can: Informally assess if the student continues to benefit from the services and write their PLOP Measure IEP goal progress Establish eligibility to continue services Prescribe a goal if services will continue Only the expert in the area is legally able to determine progress. It is the IEP team that makes final recommendations of services and establishes them as part of the offer of FAPE.

Management
Participants

It is required by law that the service providers are in attendance at the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a Team Member Written Excusal Form signed by the parent. If a parent doesnt give you permission; you cannot proceed with the meeting until all team members are able to attend the meeting.
Downloads!
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Goals :
Master Plan
All students identified as English Language Learners (ELL) who have not met proficiency levels must have a Master Plan included in their IEP. You must review CELDT Data in order to determine their level and what areas the student needs support in the area of English Language Development. The plan must include a goal related to Language Development.

Every student must have a ITP in their IEP by the time they reach 14 years of age. You must conduct at least two assessment types to identify areas of interest and establish transition goals. Interview alone is not enough as an assessment tool for transition. Post-secondary goals in the areas of: education/training, employment and independent living must be identified. The ITP must describe the type of support the student will need to achieve their post-secondary goal.
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Testing Accommodations and Modifications

Section K of the IEP must be completed in order to prescribe specific accommodations on the Standardized Exams. Please consult with teachers to see what type of accommodations the student requires to be successful in the subject matter. Testing accommodations/modification sometimes can invalidate the scores; therefore, be sure to consult with the program administrator when prescribing modifications to students who are on track to graduate with a diploma.
The accommodations/modifications should be reviewed every year. You must determine if the accommodations are working: obtain feedback from teachers to make sure that they are appropriate for the student. Modifications alter the curriculum or testing environment so be sure that the IEP team understands this and that they are in agreement of what the additional steps (waiver processes) and which track is recommended for the student.

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Instructional Setting Setting: Special Education Program: SLD Special Day Minutes/WK: Enter Appropriate Min. (890) Addresses Goals: Reading, Writing, Vocational Additional Factors Answer all Questions according to recommendations, if the student doesnt receive any select NO/NONE

This Section is extremely important during the 2nd annual; consult with School Psychologist if Formal Testing will be required to establish eligibility in the 3-year review. (This replace the Box in Section H of the old IEP Document)
Low Incidence Equipment refers to SPECIALIZED equipment that is use by student to access curriculum ( i.e. DHH Student uses FM amplifier, VI student uses magnifier) Assistive Technology refers to SPECIALIZED equipment use by student to access curriculum and is not used by any other student who doesnt have a disability ( i.e. Communicative Devices)

Low Incidence Equipment refers to SPECIALIZED equipment that is use by student to access curriculum ( i.e. DHH Student uses FM amplifier, VI student uses magnifier) Assistive Technology refers to SPECIALIZED equipment used by student to access curriculum and is not use by any other student who doesnt have a disability ( i.e. Communicative Devices)
3-YearReview-Formal
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Only students with DIS services should have this page completed. Minutes should be in accordance with what the IEP team discusses: It is illegal to change minutes after the meeting has been held. Pull-Out minutes are those that are provided outside of the general ed. class. Academic Success Class minutes should be documented in this section.
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3-year Review with Formal Assessment
3-YearReview-Formal
What is the IEP-Review?

Eligibility Present Level Of Performance and Education Needs Goals and Objectives the student is to achieve Related Services, Accommodations, Modifications that the student needs and will receive Appropriate Placement for the student How will the students progress be assessed and reported
3-YearReview-Formal
3-Year Reviews ( IEPs)

Every three years the IEP team must assess thoroughly to determine if the student continues to be eligible to receive special education services. Some three year reviews require a Formal Evaluation.
3-YearReview-Formal
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How can I know that the 3-year is formal vs. informal?

You can find the answer to this question in FAPE 1 of the last active IEP. If you are looking at an old Welligent format IEP this would be in section H (page 6)
Is formal assessment needed to re-establish eligibility?
Formal 3-Year Reviews

An Assessment Plan must be signed by the parent for 3-year reviews requiring formal assessment During a formal assessment
School Psychologist uses standardized measures to determine if a student continues to meet eligibility. The Nurse also conducts a Health Assessment Other Related Service providers will also need to conduct formal assessments in order to reestablish eligibility.
3-YearReview-Formal
Who completes the Assessment Plan (AP)?

The completion of the AP has to be a collaboration between the school psychologist and other service providers:
The school psychologist assigned to your school will be the person responsible for creating the AP. The case carrier will be responsible to print the AP and send it home to the parent. The AP will be returned to the Case Carrier and she/he is responsible for providing copies to all assessors within two days after being received. The 60 day timeline starts the day the assessment plan is received. It is really important that all dates are documented in Welligent in order to make sure that compliance is met.
3-YearReview-Formal
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Notification of IEP 3-Year Review to All Service Providers:

Please make sure to provide notice of the 3-year review to the school psychologist at least 90days prior to meeting so that the assessment plan can be generated in Welligent. You will also need to coordinate with any other service provider (i.e. DHH, LAS) to make sure they also complete the appropriate parts of the assessment plan.
3-YearReview-Formal

Management
Participants
Documenting Assessment Timelines

Once you get the assessment plan you must complete the assessment screen with dates and assign all the assessors for each area.
Assessment, Evaluation & PLOPS Assessment
3-YearReview-Formal
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Assessment Screen
Request Assessment Area
Parent Consent Timelines
3-YearReview-Formal
Completing The Request Screen

Request:
For a three-year evaluation with formal assessment you will pick the third one of the options. Remember that a request can be made by the school or parent.
To determine if a change in the Students Special Education Program and/or related services are needed
3-YearReview-Formal
Completing the Assessment Area Screen

Double Click on: New
Assessment (s)
New Assessments
3-YearReview-Formal
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1. Choose Single Assessment with Multiple Areas 2. Complete Assessment Category 3. Complete Assessment Areas
1)Single Assessment with Multiple Areas
2)Assessment Category
3) Assessment Areas
3-YearReview-Formal
VERY IMPORTANT
Please remember to check the AP to make sure you are assigning the correct type of assessment to the appropriate assessor, for example:
School Psychologist: Academic Performance, General Ability, Social Emotional Nurse: Health and Development including Vision and Hearing
3-YearReview-Formal
If a formal assessment is required, do I still need to conduct informal assessments?

Yes, all the different tools utilized when conducting a non-formal assessment 3-year IEP review should also be included in this type of review to make sure the Present Levels of Performance are relevant to what the student is able to do in the classroom.
Curriculum based measures CST reports Benchmark scores Observation Teacher reports Informal Reading Inventories
3-YearReview-Formal
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Required Elements
3-YearReview-Formal

Every 3-YearReview must include Present Level of Performance in all the areas the student receives services and report from the school psychologist findings. These areas include but are not limited to:
Reading Writing Math Behavior Counseling Speech and Language DHH Visually Impaired Health ( OHI, TBI, or MD Eligibility only) Social Emotional Cognitive General Ability
The easiest way to remember is that every service provider that the child sees must have a present level of performance included in the annual review in order to make recommendation if the student will continue receiving services in the area.
3-YearReview-Formal
Do I still have to write a PLOP if the school psychologist did the academic testing? Yes, as a case carrier it is your responsibility to write or add to the present level of performance so that it reflects what the student can do in the classroom The standardized scores from the assessment (i.e. Woodcock Johnson) should not be the only data used in the PLOPs.
3-YearReview-Formal
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Goals :
Reading PLOP Writing PLOP Behavior PLOP Social Emotional Reading Goal Writing Goal Behavior Support Plan Counseling Goal LAS GOAL
3-YearReview-Formal
Master Plan
3-YearReview-Formal

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Section K of the IEP must be completed in order to prescribe specific accommodations in the Standardized Exams. Please consult with teachers to see what type of accommodations the student requires to be successful in the subject matter. Testing accommodations/modification sometimes can invalidate the scores; therefore, be sure to consult with the program administrator when prescribing modifications to students who are on track to graduate with a diploma.
3-YearReview-Formal
The accommodations/modifications should be reviewed every year. You must determine if the accommodations are working: obtain feedback from teachers to make sure that they are appropriate for the student. Modifications alter the curriculum or testing environment so be sure that the IEP team understands this and that they are in agreement of what the additional steps (waiver processes) and which track is recommended for the student.
3-YearReview-Formal

Instructional Setting Setting: General Education Program: GE Special Day Minutes/WK: Leave Blank Addresses Goals: Reading, Writing, Vocational Additional Factor Answer all Questions according to recommendations if the student doesnt receive any select NO/NONE
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FAPE 1 SAMPLE- Student Working Towards HS DIPLOMA IN SPD


Low Incidence Equipment refers to SPECIALIZED equipment that is used by student to access curriculum ( i.e. DHH Student uses FM amplifier, VI student uses magnifier) Assistive Technology refers to SPECIALIZED equipment used by student to access curriculum and is not use by any other student who doesnt have a disability ( i.e. Communicative Devices)
If the answer is Yes, please be sure to indicate the areas in which reevaluation is needed. i.e. Academic Achievement
3-YearReview-Formal

It is required by law that the service provider is in attendance at the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a Team Member Written Excusal Form signed by the parent. If a parent doesnt give you permission; you cannot proceed with the meeting until all team members able to attend the meeting.
Downloads!
3-YearReview-Formal
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Remember
Every IEP type is review of progress. Therefore, it is really important to obtain data/information and determine the what type of progress the student has made in the past year/3-years. Also, it is important to always review accommodations/modifications and services so that the team can determine if the program prescribed is appropriate for the student.
3-YearReview-Formal
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Post-Suspension
Purpose of a post-suspension IEP

Review the students instructional program and determine if additional supports are needed. Review to identify other interventions as appropriate to prevent a recurrence of the misconduct. Considering any assessment that must be done to identify the function of the students behavior or modify the Behavior Support Plan. A post-suspension IEP must include all the sections of an annual review IEP.
Remember
The maximum number of days a student with disabilities can be suspended shall not exceed 10 cumulative days in a school year. On day 11, if not before, the student must return to the school site, and IEP meeting is held to determine appropriate services. The IEP must include a manifestation determination conducted by the school psychologist.
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Review Must Include.

Special Education Teachers, Resource Teachers and General Education teachers reports and informal assessments. Tools that identify the students progress towards IEP goals and identify present level of performance. State and District Assessments Reports ( i.e. CST, CAHSEE, etc)

Every post-suspension review must include Present Level of Performance in all the areas the student receives services. These areas include but are not limited to:
The easiest way to remember is that every service provider that the child sees must have a present level of performance included in the annual review in order to make recommendation whether or not the student will continue receiving services in the area.
Notification of Post-Suspension IEP All Service Providers

Please make sure to notify all service providers immediately
Informally assess if the student continues to benefit from the services and write their PLOP Measure IEP goal progress Establish eligibility to continue services Prescribe a goal if services will continue or make a recommendation for goal to be re-establish.
Only the expert in the area is legally able to determine progress. It is the IEP team that makes final recommendations of services and establish them as part of the offer of FAPE.
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Management
Participants
Mandatory IEP Attendance Service Providers

It is required by law that the service providers are in attendance at the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a Team Member Written Excusal Form signed by the parent. If a parent doesnt give you permission; you cannot proceed with the meeting until all team members able to attend the meeting.
Downloads!
Goals :
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Master Plan
Post Suspension


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NEVER SAY.
It is our school policy that students have this accommodation. It is our school policy that all students can only have Extended Time during the first CAHSEE administration. The reason why we have an IEP is because we must have individualized ways to provide access to students in the general education setting


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This Section is extremely important during the 2nd annual; consult with School Psychologist if Formal Testing will be required to establish eligibility at the 3-year review. (This replaced the Box in Section H of the old IEP Document)
Low Incidence Equipment refers to SPECIALIZED equipment that is used by the student to access curriculum (i.e. DHH Student uses FM amplifier, VI student uses magnifier) Assistive Technology refers to SPECIALIZED equipment used by student to access curriculum and is not used by any other student who doesnt have a disability ( i.e. Communicative Devices)

Instructional Setting Setting: Special Education Program: SLD Special Day Minutes/WK: Enter Appropriate Min. (890) Addresses Goals: Reading, Writing, Vocational Additional Factor Answer all Questions according to recommendations if the student doesnt receive any select NO/NONE
This Section is extremely important during the 2nd annual; consult with School Psychologist if Formal Testing will be require to establish eligibility in the 3-year review. (This replace the Box in Section H of the old IEP Document)
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Do we always have to complete FAPE 2? Yes, but the service section is only completed when the student receives DIS Services and RSP.
What are DIS services?


Only students with DIS services should have this page completed. Minutes should be in accordance to what the IEP team discusses: It is illegal to change minutes after the meeting has been held. Pull-Out minutes are those that are provided outside the general ed. class. Academic Success Class minutes should be documented in this section.
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Notes-Part 4
Notes can be written in Section 4 of the IEP. Keep notes factual and specific.
Reference
You may find additional information on policy and procedures on Disciplinary Procedures for Students with Disabilities in the LAUSD Policies and Procedures Manual, page 247-254.
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Amendment
What is the an Amendment?

An IEP amendment is to revise/adjust one part of the current IEP. The IEP team cannot discuss placement during an amendment IEP. The amendment must be filed as part of the current IEP since this is considered part of the program prescribed in the last agreed upon IEP.
When do I typically have to hold an amendment?

Add a Behavioral Support Plan Review Accommodation List Review DIS Service Minutes.
Remember you cannot decrease minutes without changing it in the IEP.
Report on result of an assessment that was conducted ( i.e. FBA, Social Emotional Assessment, AT assessment, etc).
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Creating an Amendment
Welligent now has a feature that as soon as you select Amendment as type of IEP it will automatically allow you to upload the documents from the previous IEP.
Welligent Screen
Select New in the IEP Event Listing Screen
Select Amendment
Select the Date of the Las IEP
What sections do I need to complete?

You will need to complete the section you are amending and:
Section A Meeting Information Section B Student Information Section N Procedural Safeguards Section 0 Consent for Special ed. Section R- Names and Signatures
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Note
Welligent will print the whole IEP and the pages that were amended will have a watermark that says Documented Added or Documented Deleted. Also, remember that an amendment doesnt take the place of a review.
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Final IEPs: New Welligent System
Final IEPs-NewWelligent
Open a New IEP
Open a new IEP and mark as AnnualReview
What type of IEP should I open?

Annual Review
Save
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Step 1: Completing the Management Screen
Double Click On the Management Icon
Step 1.
xxxxxxxxx Double Click on IEP Management
3) Enter Effective Date 1) Mark IEP Status as Final
4) SAVE
5) Close Screen
2) Complete Final IEP Reason
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STEP 2: Section F-Eligibility Page

Please follow the steps in order, if not, you may have difficulty creating the document
Step 2
1) Double Click on ELIGIBILITY
2) Double Click on IEP Documents
Step 2..
Open Section F Eligibility-Page 4
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SAVE THE PAGE

SAVE THE PAGE!!!
XXXXXXXXXXXXX
You MUST Save so that the document can be uploaded: please follow the steps in the exact order
Step 2..
Complete Final IEP Reason
Step 2..
Complete Final IEP Effective Date
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Step 2.
Click OK in when this message appears.. LOAD ACTIVE IEP DOCUMENTS FOR FINAL IEP
Check the box next to This is final IEP.
Step 2.
Click OK
Step 3: Check to see if document is uploaded

Go to IEP Event Listing
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Step 3.
when you see all of these documents, it means the document is uploaded
Double Click on the + Sign next to the In Progress Review and make sure that all the documents have uploaded.
Step 4: Complete Following Sections

Double Click on Management Double Click on IEP Documents
Section A & B
Complete Section A & B .It will prompt you to add the next annual Date but once the IEP is locked it will automatically delete.
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Complete Section R
Complete Section R as usual
Completing Safeguard and Follow-Ups
Double Click Safeguards, Follow-Up, and Signature
Section N & Q
Create and Complete Section N an Q
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Compliance Message:
Since LAUSD has not given specific guidelines and there is no page 12 to document the final message; please follow the next step..
Open the FAPE 2: Part 4
Double Click on IEP Documents
Double Click on Services
FAPE 2: Notes
Open FAPE 2
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Final IEP Statement:

The IEP Team met on mm/dd/yy for a Final IEP for Student A. She/he is scheduled to meet graduation requirements and will receive a high school diploma. The IEP team agrees that the student is no longer eligible for Special Education Services once the student obtains her/his high school diploma.
Lock and Obtain Signature

Please be sure to lock the IEP and obtain signatures. You also will need to provide a Complete Summary of Performance and complete the Senior Transition Inventory.
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Pre-Expulsion
Overview of the Expulsion Analysis

The principal designates a case carrier for the preexpulsion review and IEP process to ensure all required activities are conducted properly. The IEP meeting should be scheduled within 5-days suspension period, but in any case no later than 10 days from the decision to recommend expulsion. Prior to the pre-expulsion IEP meeting, a call to your special education Program Administrator should be made so that she/he can contact LAUSD.
Manifestation Determination
A student with disability who receives special Education services and is being considered for expulsion is required to have a manifestation determination (preexpulsion) IEP, and can only be expelled if the alleged misconduct of the student meets the Districts criteria for expulsion. The school psychologist is the only person who can conduct a manifestation determination. Therefore, it is crucial to contact them immediately.
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Notification Guidelines
The parent must be notified at least 48 hours in advance. If the parent does not respond to the notification document all efforts to notify the parent. The parent may request a postponement for up to 72 hours.
Pre-Expulsion IEP Document

Must include all parts of any other full review ( i.e. annual). Must be identified in Welligent as a preexpulsion IEP. Include a Manifestation Determination Report completed by the school psychologist.

Every pre-expulsion review must include Present Level of Performance in all the areas the student receives services. These areas include but are not limited to:
The easiest way to remember is that every service provider that the child sees must have a present level of performance included in the annual review in order to make recommendation whether or not the student will continue receiving services in the area. A REVIEW OF RECORDS is appropriate when completing a pre-expulsion IEP.
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Notification of IEP Post-Suspension to All Service Providers:

Please make sure to notify all service providers immediately Informally assess if the student continues to benefit from the services and write their PLOP Measure IEP goal progress Establish eligibility to continue services Prescribe a goal if services will continue Only the expert in the area is legally able to determine progress. It is the IEP team that makes final recommendations of services and establish them as part of the offer of FAPE.
What if the Service Provider is not able to attend?
Have the DIS provider write a PLOP base on review of record and reestablish services. Complete a participant excusal form on the day of the meeting.

Management
Participants
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It is required by law that the service providers are in attendance at the IEP meeting; if by any reason she/he cannot make the meeting you will need to get a Team Member Written Excusal Form signed by the parent. If a parent doesnt give you permission; you cannot proceed with the meeting until all team members able to attend the meeting.
Downloads!
Goals :
You may reestablish the goal from previous IEP if appropriate or more time is needed to identify growth.
Master Plan
Post Suspension
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FAPE 1
Placement Contact your Special Ed. Program Administrator
Instructional Setting Setting: Contact your program administrator to determine what will be the offer of FAPE
Additional Factor Answer all Questions according to recommendations if the student doesnt receive any select NO/NONE

What are DIS services?

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Only students with DIS services should have this page completed. Minutes should be in accordance to what the IEP team discusses: It is illegal to change minutes after the meeting has been held. Pull-Out minutes are those that are provided outside the general ed. class. Academic Success Class minutes should be documented in this section.
Notes-Part 4
Notes can be written in Section 4 of the IEP. Keep notes factual and specific.
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Section # 4
Resources
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Behavior Support Resources
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Suspension/Expulsion Flowchart For Students Protected Under IDEIA
Second Suspension First Suspension Or More than 5 cumulative days of suspension
Student with an IEP is recommended for Expulsion
Conference is held as a Discipline Review Team to determine if current IEP support is adequate to prevent the behavior from re -occurring. If not, hold an IEP meeting to change or add supports (including BSP)
A Post-Suspension IEP must be held. Review BSP, goals and supports Consider the need of a n FBA More than 10 cumulative days require a manifestation determination
A Pre-expulsion IEP must be held and it must include a

Manifestation Determination
conducted by the school psychologist
*If a student with an IEP has 10 or more cumulative days of suspension within an academic year a post-suspension IEP meeting must be held and it must include a MANIFESTATION DETERMIATION. * If an expulsion is recommended Special Ed. program administrator must be consulted prior to IEP meeting * The School Psychologist should always be involve/consulted in any postsuspension IEP meeting.
IEP Team Upholds Expulsion Recommendation Students conduct is not a manifestation of his/her disability and the school implemented the IEP.
IEP Team Rejects Expulsion Recommendation Student conduct is a manifestation of his/her disability or the school failed to implement the IEP. Team adds necessary supports.
DRB Hearing Implement Last Agreed Upon IEP. Student Continues Enrolment at the school
All DRB Docs are sent to the SELPA Expulsion Office
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Steps For Supporting Students With Behavioral Challenges

Check if current IEP has a Behavior Support Plan (BSP), if yes:
1. Review IEP and BSP with students special education case carrier 2. Interview personnel and observe environments where student is having issues to determine if current IEP and BSP are being implemented 3. Determine if additional training is needed for appropriate personnel on how to implement BSP and how to collect data or if BSP needs to be modified
If BSP needs to be modified or the student doesnt have one:

4. Review data, track referrals and other school responses 5. Observe Tier 1 universal behavioral supports (see attachment, CHAMPs, ratio of interactions) 6. Discuss behavior interventions already attempted and brainstorm new strategies (see attachment) 7. Collect and document results of behavior interventions 8. Look for possible links with academic issues and needed accommodations 9. Conduct an IEP meeting (i.e. Amendment) to add or modify BSP 10. Review new BSP with student, parent, and all personnel responsible for implementing plan and establish system for monitoring implementation and collecting data
If problem behavior continues after BSP implementation:

11. Contact your program administrator and discuss if more in-depth behavioral assessment is needed (FBA) 12. Observe/interview all personnel responsible for implementation of BSP regarding fidelity of implementation 13. Conduct an FBA (in collaboration with psychologist) and revise BSP based on results of the FBA 14. Monitor implementation of new BSP and collect data
If Problem behavior continues after modified BSP (based on the results of the FBA) has been implemented:
15. Observe/interview all personnel responsible for implementation of BSP regarding fidelity of implementation 16. Conduct an FAA if revised BSP is unsuccessful 17. Contact Program Administrator to discuss further supports and options
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3 Tiers of Behavior Support For Students with Disabilities

Tier 1 Universal Instruction and Interventions for All Students
(Adapted from: Why Johnny Doesnt behave: 20 tips and measurable BIPs)
1. Establish and directly teach clear expectations (re-teach if needed) 2. Pay attention to the behavior you want and minimize attention for minor inappropriate behavior 3. Inappropriate behavior is an effective and efficient way to get attention when student is not getting attention for appropriate behavior 4. Give short and clear directions 5. Teach and use an attention signal 6. Define, teach, and utilize clear consequences for unacceptable behavior 7. If unacceptable behavior does not change, the teachers behavior must change 8. Avoid power struggles 9. Predictability is the key, be structured and consistent 10. Collaborate with colleagues and parents/guardians
Tier 2- Selected Instruction and Intervention for some students

1. Social Skills instruction (problem solving, conflict resolution, anger management) 2. Self management system taught and supported (check in/check out system, preemptive review of rules and expectations at transitions, debrief about daily behavior report cards 3. School based mentor program (adult mentor or peer buddy) 4. Increase home to school communication with collaborative reinforcement systems 5. Use of accommodations to address connections between academic issues and behavior 6. Analysis of antecedents and consequences to understand the function of the behavior and to plan for teaching a replacement behavior and changes to antecedents and consequences which may be contributing to the student using the inappropriate behavior 7. Use of alternatives to suspension and in-school suspension to minimize seat time missed
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Tier 3: Targeted/Intensive Instruction and Intervention*

Tier III is the most intensive level of intervention and instruction and is based on assessed need(s). Students requiring Tier III supports must continue to receive support and instruction provided at the Tier I and Tier II levels. Functional Behavior Assessment (FBA) or Functional Analysis Assessment (FAA) include a description of the behavior, frequency, intensity and duration of the behavior, hypothesized function of the behavior as well as data collection and analysis. Behavior Support Plan or Behavior Intervention Plan (may include the following) Intensive social skills teaching Increase level of reinforcement Description of strategies to prevent the behavior Description of strategies to respond to the behavior Functionally equivalent replacement behavior Data collection Progress monitoring Continuous monitoring for decision-making In this tier, collaboration is essential Intensive academic support Parent training and staff training may be necessary Alternatives to suspension are utilized Multi-agency collaboration (wrap-around services/supports)
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Student Behavior Support Flow Chart

Student in General Education Student with an IEP
Behavior that Impedes Learning
Behavior that Impedes Learning
Behavioral Emergency CA Ed. Code Serious Behavior
Parent Request
Review and modify Classroom Supports Student Behavior Plan
Review and modify Classroom Supports IEP Meeting
IEP Meeting Functional Behavioral Assessment (FBA) or Functional Analysis Assessment (FAA)
Student Success Team
Behavior Support Plan (BSP)
Review & Revise Current Behavior Support Plan (BSP) or Behavior Intervention Plan (BIP) Develop Behavior Support Plan (BSP)
Revised Student Behavior Plan
Develop Behavior Intervention Plan (BIP)
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IEP Meeting Resources
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Important Points to Remember

1. It is permissible to bring a draft of the IEP to the meeting, but final decisions must be made with parental input. 2. Remember the order of events: a) assessment results/ present levels of performance, b) goals and objectives, c) discussion of instructional support d) placement, e) DIS services. 3. No student should be placed in Special Education without a full comprehensive evaluation. 4. Districts are mandated to consider outside evaluations when appropriate. Private evaluations are the responsibility of the parents. Districts are not financially responsible (unless the evaluation is used for determining disability). 5. Do not make decisions about placement without having explained options to the parent. 6. Thou shall not say: We do not have those services. There is no waiting list under IDEA. Districts are not allowed to consider only cost as the reason for recommending a particular placement. 7. Districts can choose the site and the teacher for the student. DO NOT WRITE IN THE IEP METHODOLOGY, only services. DO NOT LIST EXTRACURRICULAR ACTIVITIES. 8. Parents have the right to bring to the meeting anyone they want. 9. If the parent announces that he/she is bringing legal counsel to the meeting, the district has the right to also be represented. 10. If the parents wish to tape the meeting, they must advise the district. It is strongly recommended that the district come to the meeting prepared to tape also. 11. Make sure that all needed staff is present at the IEP meeting, including outside agencies, when appropriate. 12. All referrals, assessment reports and other pertinent information must be in the students file. Remember that parents have access to the student files. Be professional when writing observations and comments about the student. (Psychological file holds reports and original IEP documents for initial IEP.)
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13. Confidentiality must be maintained at all times. Do not share information about the student without parental consent. The LEA and the school must post a notice who has access to the records without parent written consent. 14. Transition plans must be addressed by the time the student reaches 14. At age 16, transition services must be stated in the areas mandated by law. 15. Remember to advise students and their parents, no later than at age 17 that on reaching age 18 the educational rights will be transferred to him/her. 16. The LEA should consider mediation if the parents refuse services or assessment that the IEP team consider necessary for the students progress.
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Preparing for IEP Meeting

Participants Notification All service providers must be notified at least 30 days prior to the Annual IEP Meeting. If the review is a triennial IEP you must notify all service providers at least 60 days prior to the due date. Sent electronic notification to all IEP participants including: Administrator, General Ed. Teacher/s, Counselor and any other DIS provider (i.e. DHH, VI, LAS). You must request oral translation in advance. Discuss with your school site administrator the procedures to follow. Before the IEP Make sure you have access to the system Prepare a DRAFT of the IEP documents: o Teacher: Post goals/objectives; accommodations plan; behavior support plan, Master Plan, current levels of performance; all other teacher blank on form. o Psychologist: Post eligibility statement, behavior support plan, Learning Disability Certification Page for triennial; and all other information. o DIS Provider: Speech, APE, Counseling, OT and nonpublic agencies o Administrator; Check address, grade level, credits, results of CAHSEE, CAPA, CELDT, and all other information. Print a Draft of the IEP with as much known information as possible. At the IEP Hold the meeting in a location with Internet connection and printer. Use the LCD projector if available and project the document on the wall. a. Use hard copy printed form with as much information included as possible (however, make it clear to participants that prepared information is a draft). Complete the IEP: a. Make necessary changes and print the IEP form at the end of the meeting to obtain signatures. The IEP is printed, with fresh-ink signatures. A copy is given to the parent at the meeting and the original is placed in the student file as a legal copy. Original copies of the initial IEP are placed in the students psychological file. After the IEP: It is the administrators responsibility to make sure that a signature date is on Welligent and that the IEP is active and been completed.
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Case Manager ( RSP or SDP Teacher) must provide the updated IEP document to all teacher or update IEP Student Profile. Schedule a meeting with General Ed. Teachers to make sure they understand the updated recommendations/accommodations/modifications. Be sure that IEP goal progress reports are sent as often as general education report cards are sent home.
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IEP Content Checklist

A curriculum-based IEP Present Level of Performance (including strengths, needs/ challenges, and impact of disability) created by use of multiple measures reflects the use of the following: ____ Analysis of Benchmarks (Science, Math, English, History) ____ Analysis of CAHSEE and CST Results (Math, English, Science, History) ____ Curriculum-Based Measures (AIMSWeb) ____ School-wide Diagnostic tests (Scholastic Reading Inventory) ____ Work Samples (Related to IEP goal Attainment) ____ Teacher Reports (Multiple Subjects) ____ Parent input/comments ____ Informal Assessment (i.e. San Diego Quick) ____Career Inventory/Transition Portfolio (Transition) ____ Historical Grade Analysis (Transition) ____ Formal Assessment (Woodcock Johnson III/KTEA II) ____ Other_______________________________
Goals reflect the following: ____ Grade Level Standards ____ Clear link to challenges/needs on PLP
Accommodation/modification recommendation reflects: ____ Clear link to challenges/needs of PLP and goals
Feedback __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________
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Accommodations Made Simple For General Education Teachers

Before accommodation
Extended time Shortened assignment Shortened multiple choice
Entire class is given one due date for a TIEA paragraph Students receive a worksheet with 20 metric conversion problems for HW Students choose from A,B, C or D.
Accommodated
Can be submitted next day, after guidance, in parts as completed Students can do the first ten problems for equivalent credit. Students choose from A, B, C (A) Teacher points to the place student is to write answers, gives sentence starters, shows an example of what completed task should look like. (B) An open ended question can be broken down into several more guided questions. Give directions to each student independently/in a small group using familiar vocabulary---"Tell me what the law is. Point to it in your notes. Ok, now tell it to me in your own words. Write your definition here in this box." Seats chosen deliberately. Not necessarily in the front of the room. Seat is based on disability, low incidence support, academics, etc. Students get a printed copy of the Power Point, a photocopy/carbon copy of a classmate's notes, help organizing binder sections Teacher uses backwards chaining with a student. Teacher asks student if they understand the task, if they can repeat/rephrase the task, indicate where/how they are to complete the task at various stages of the assignment. Teacher highlights/circles/underlines the most important part of the definition so students know which key words to look for in the question stem. Teacher gives a preview of the next days activities. Teacher emails lessons to RST's so student can refer to the lesson as necessary. RST's reinforce lesson content. Students are separated to test in a smaller group. Note: on days where multiple classes are assessing/giving projects, the crowd in rm 30 is often not a 'small group' setting. Can include guidance period, guided study, the next day, etc. Student takes exam, receives an F. Student retakes exam, using old exam as a reference for a new grade. The new grade replaces the old grade. Teacher reads each non-ELA assessment question to the student. Prompting is often paired with this accommodation. Ask: Which formula do we use? Where/what do we substitute into the formula? What comes first in the order of operations? Do we need check the positives and negatives?
Clarification of task
Directions are on a Power Point slide and read to class by teacher
Repeated/simplified directions
Directions are on a Power Point slide and read to class by teacher--"Summarize Newton's second law."
Preferential seating
Students seated randomly, alphabetically, etc
Note taking assistance
Teacher has students copy from presentation/board. Teacher demonstrates a content related process to the whole class. Teacher gives an assignment and allows students to work independently while grading/taking attendance.
Modeling of task
Comprehension check
Highlighting key terms
Teacher has students create vocabulary index cards.
Preteaching/reteaching
Teacher presents the lesson to the whole class
Small group testing
Students test in a larger group
Retake exams
Student takes exam, grades entered
Non ELA read aloud
Teacher hands out the assessment and allows student to work.
Prompting
Teacher says, "Solve this equation: x^2+4x+7=0"
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Suggestions for supporting RSP students It is important to check the progress of students and the factors which may be leading to a lack of progress. If a student is not getting a desired grade, please make sure it is not because the IEP is not being implemented or that the student was not getting the appropriate supports. RSP teachers are available assist with adapting assignments or assessments; however they need an appropriate amount of time to do so. Talk to the RSP teacher who supports your student to make arrangements. Recommendations for accommodations include: require fewer problems to complete provide a partial assignment allow freedom to write or work on other topics modify grading scale (please see a RSP teacher to do this) eliminate an answer choice for multiple choice (i.e. A C instead of A D) allow extensions on assignments and tests provide a peer to assist with written or reading assignments (have student seated next to a peer model) offer tutoring provide note taking frames or graphic organizers check for understanding by clarifying assignment and expectations conference with students and allow missed assignments to be made up provide alternative methods for students to demonstrate mastery of content Simplify Questions (less words and more direct language) Allow students to access notes or step-cards on tests/quizzes Highlight important parts of a text Provide a larger space for student response Chunked assignments Sentence starters (As you can see.) and answer prompting Some of these accommodations may seem unfair but its important to remember that students with disabilities are not aiming to obtain an advantagethey are receiving accommodations so that they are able to meet the same requirements as other students. Please review the IEPs that your RSP teachers provided you. Every effort should be made to provide the accommodations written on the IEP. If you have ideas for other accommodations, do not feel limited by what was on the IEP, but inform the RSP teacher of strategies that are working so they can be added to the next IEP. If the student needs more support than is currently being provided, discuss this with the RSP teacher so you can plan collaboratively how to meet the students needs.
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*Remember an IEP is not just for students with behavioral challengesits main purpose is to support a students academic success.
Examples of how to accommodate questions: Original Question Adaptation New Question
One main characteristic from the literature of the Harlem Renaissance was
Simplifying What is a characteristic of the Harlem a question Renaissance?
Realism is seen as a response to the Romantic literary period. Explain why this is true.
1) 2) 3) 4) 5) 6) x+3=7 x + 8 = 12 2x + 4 = 10 3x + 6 = 12 2(x + 3) = 18 3(x + 1) = 12
Simplifying How was Realism a response to a question Romanticism?
1) x + 3 = 7 Shortening 2) x + 8 = 12 2) x + 8 = 12 an 3) 2x + 4 = 10 assignment 4) 3x + 6 = 12 4) 3x + 6 = 12 5) 2(x + 3) = 18 6) 3(x + 1) = 12 6) 3(x + 1) = 12 Divide the task up into manageable parts.
Chunking/ Answer prompting (# 4) 1) 2) 3) 4) create a graph (5 min) plot the data (2 min) create a trend line (2 min) find the relationship between X and Y (2 min) [As X ____________, Y ___________] 5) Explain the trend (5 min)
Create a graph that includes both X and Y axes labeled. Then, plot the data set and create a line of trend. What is the relationship between X and Y? How would you explain the trend?
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Create a Thesis statement for the essay above: Providing more space to respond
Create a Thesis statement for the essay above:
Dear RSP teachers, I need help with:
You can best reach me by (Circle your preference): Phone E-mail Drop-in Before school After school
Ive attached (circle one): An assignment to adapt A test to adapt A students work sample for you to look over to help find strategies that will work
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LEARNING DISABILITIES INTERVENTIONS This information is not intended to be exhaustive or clinical. The purpose is to provide teachers and staff with more information about observable indicators of processing difficulties and the role they play in students learning disabilities in reading, writing, math, listening and oral expression. Observable indicators are excellent measures of assessing how a student learns, and therefore, a students strengths and weaknesses regarding how he or she process information. There are very few standardized tests published to measure processing. Further, the reliability and validity of such processing measures are controversial and limited. However, these indicators will be frequently observed by teachers and will inform the best strategies for supporting the student. Attention Students with a deficit in attention area are likely to have difficulties with: What does it look like? Child is extremely disorganized Child has difficulty following instructions/directions both in class and for assignments Has difficulty managing materials Has difficulty managing space (desk in school, desk at home) Has difficulty managing time (procrastinates with deadlines) Child requires more cues and reminders, particularly cognitive cues that are sequential Child has difficulty controlling impulses and stopping own behavior at an appropriate time Child cannot solve problems flexibly Child has difficulty transitioning easily from one task to the next Emotional responses are not modulated appropriately Child has difficulty beginning a task in a timely fashion Child has difficulty sticking with a task for a period of time Child has difficulty communicating main ideas Child has difficulty anticipating future events and setting goals Has difficulty checking own work and assessing own performance What are some classroom interventions? Assignment notebook Provide back-up copies of books at home Provide advanced organizers Use of mnemonic devices when learning new information (names of the planets or the Great Lakes) Provide visual cues or editing strips that can be taped to a students desk to remind them to check for punctuation, spelling, grammar, capitalization Teach time management techniques (checklists, prioritized To do lists and prioritizing assignments Establish intermediate deadlines for big projects Praise progress rather than reprimand disorganization Encourage or ask the parents to help the child set up an organized study center at home Schedule a weekly time to clean out desks, lockers or school bags Color code materials ( All math items are coded blue, all reading are red) Establish a daily routine and stick to it (checking home folder and assignment log) Set aside extra time at the end of the day or period for the student to pack books and papers Use a daily goal report to provide feedback to parents and to provide rewards at home Use a homework buddy system in the classroom so that every student has a buddy and they

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check each others recording of assignments Provide many cues and reminders to students (state This is particularly important.) Encourage the use of manipulatives to develop concepts. Attempt to teach concepts in a concrete manner. Use concrete cues, tellstudent exactly what to do at each step. Limit the amount of material presented at one time. Select structured materials that are carefully sequenced. Engage the student in demonstrations of the concept. Have the student verbalize what he or she has learned. Have the student teacher a concept to younger students. Provide ample opportunities for repetition and review. Requires a considerable amount of over learning. Teach the student strategies that may increase understanding and retention of a concept, such as verbalizing the steps of a task while it is being performed. Teach the student when and how to apply the strategy. Provide the student with a list of procedures to follow when working with tasks that involve problem solving. Limit the emphasis or demands for high levels of abstract reasoning

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Auditory Processing Deficit More specifically, auditory processing appears to negatively influence the following: Identification of sounds (phonemic segmentation) Discrimination between sounds Sound blending Pattern recognition Direction following Language/reading comprehension Story retelling Spelling What does it look like? Child says Huh or What often Gives inconsistent responses to directions or questions Often misunderstands what is said Is easily distracted Has reading, spelling or other academic problems Has poor attention Has difficulty following oral instructions Has difficulty listening when there is background noise Has poor receptive and expressive language Gives slow or delayed responses to verbal instructions Exhibits behavior problems Needs multiple explanations of directions Needs instructions presented many ways (auditory, tactile, visual) Confused by verbal directions One or two steps behind other children when doing things sequentially Difficulty self-starting without further prompts Problems with phonics What are some classroom interventions? Separate instruction on phonemic awareness (how to hear sounds in letters and words) Use of games that manipulate phonological structure of words, such as rhyming games and nursery rhymes Develop skills in phonological awareness through counting activities that progress from counting the number of words in a simple sentence, to the number of syllables in a word, to the number of sounds within a word. If the auditory processing deficits are not remediable, try whole-word reading technique or a nonphonic reading approach May need to be waived from foreign language study Visual outlines, graphic organizers for tasks that involve listening Give clear, multimodal instructions for all tasks, limited in length and complexity Do not penalize student for difficulties in reading decoding and spelling o Allow extra time for reading and writing activities

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Visual Processing Deficit Visual processing is implicated in the following: Visual closure (the ability to recognize a complete figure form fragmented stimuli, puzzles, part-to-whole) Visual-spatial relationships (the ability to perceive the position of objects in space) Visual discrimination (ability to perceive dominant features in different stimuli, selecting important parts) Visual-motor integration (the ability to integrate vision with body movements) Visual association (the ability to relate visually-presented stimuli conceptually Visual-auditory integration (the ability to integrate information when presented visually and auditory) Letter/word formation and spacing on paper Tracking (read with child note fluency and tracking) Visual sequencing Gross and fine motor skills (observations in testing of pencil-paper tasks etc)
What does it look like? Difficulty tracking words on page Frequently losing place when reading Difficulty knowing their body in space (tripping, clumsy, running into things frequently) Difficulty selecting important parts out in class and homework Manual dexterity difficulties Hand-eye coordination concerns Trouble sequencing visual tasks Difficulty following a visual example from paper and then replicating and knowing what to do Does not appear to have a photographic memory Difficulty perceiving words and numbers as separate units Directionality problems in reading or math Confusion of similarly shaped letters In writing, spacing and letter formation is inconsistent or not age-appropriate Trouble reading and understanding charts Concerns with distinguishing shapes, letters, colors Missing pieces to drawing to make the object complete (example is a face missing a nose or eye) Inconsistency in letter/number recognition (one day he knows them another he does not)
What are some classroom interventions? Provide activities: puzzles, painting, drawing, bead stringing, pegs and pegboards, and building with blocks Provide activities with manipulative toys Have students arrange blocks or shapes on top of patterns Have children trace geometric shapes and other forms with their fingers or use plastic overlays with crayons Have students identify separate objects in pictures Have students sort shapes into categories Have students bend pipe cleaners to replicate designs and figures Plan activities that require spatial organizing and planning: paper folding, models and threedimensional puzzles Enlarged print for books, worksheets Provide a window with visual worksheets and tasks (index card with hole or window helps with tracking to reduce peripheral visual stimuli) Give a bookmark or index card and encourage use when reading (for help with tracking) Have child point to each word when reading Provide skeletal notes or story graphs for organization Lines on paper spaced out more and darker Dictation to teacher or recorder of written expression

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Association/Conceptualization What does it look like? Inconsistent knowledge/abilities from one day/week to the next Not remembering common (developmentally appropriate) knowledge Inappropriate or lack of study skills Studies for test but fails or does below expected ability Difficulty taking information taught and applying it to home/classwork Forgetting common classroom routines Student needs directions repeated multiple times for understanding When given simple or multiple step directions, student has trouble restating Appears to forget what was instructed Unable to recognize letters/numbers/words even though they were gone over moments ago Word and/or letter identification Spelling skill deficits What are some classroom interventions? Give directions/instruction in a variety (verbal, visual) of ways and/or multiple ways Teach elaborative rehearsal Sequence materials form simple to more complex Provide an intensive review, repetition, and overlearning at each step Introduce only as many facts, words, etc. as the student is able to learn in a session Provide systematic review within a few hours of learning and review previous information in each lesson Integrate acquired knowledge with new knowledge when possible Utilize examples for learning new material Use short, simple sentences when speaking to the student. Present one instruction at a time Teach ACTIVE listening skills Have student repeat directions Stand near and look directly at the student when giving directions Repeat directions Teach student how to utilize elaborative rehearsal Write specific directions and assignments on the board for the student to copy Have an assignment or homework buddy to help with reminders or assistance Teach the student how to rehearse information for retrieval (for example: verbal rehearsal, grouping or chunking, making visual images, and mnemonics) Check with the student for understanding Allow student to tape record class lectures Teach specific learning and/or study strategies for each area of difficulty Ensure that the student continually reviews vocabulary words, math facts, or any information that requires extended practice for retention.

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Expression More specifically, expression deficits appear to impact the following: Performing on both cognitive and achievement tests Following directions Understanding compound and complex sentences Communicating thoughts and ideas in a verbal as well as a written format What does it look like? Requests frequent repetition of auditory input May use vague pronoun referents May use immature or nonspecific vocabulary May respond with poorly formed sentences Problems with reasoning and memory Responses may be short and simple, or may be limited in content May contribute infrequently to classroom discussions Relating of stories or reporting of events may be disorganized or out of sequence When asked a question, may demonstrate some knowledge of the topic but not be referentially specific enough to communicate an appropriate response May not be able to determine when enough has been said to fully answer or respond to a question or comment May have difficulty with word retrieval What are some classroom interventions? Demonstrate or model what you want the student to do, talking through the task while performing it Have the student talk through the task while doing it Encourage the student to use gestures or descriptors if he/she cant think of the necessary words for expression Provide plenty of opportunities for verbal responses Increase oral fluency by having the student say as many words in a category as he/she can think of within a minute time period Provide as much time as necessary for a student to respond to questions Have the student orally describe visual materials (i.e., pictures) Read aloud to students and encourage parents to do so as well Incorporate activities that will stimulate language development and encourage listening and speaking Explain important vocabulary words prior to assigning a reading activity to ensure new words are both pronounced and used correctly Avoid fill-in-the-blank tests for students with word retrieval problems Pair student with peers who will encourage and facilitate verbal communication Use topics of interests and experiences to facilitate conversation Provide visual cues and reinforcement for all listening activities (i.e., outlines, study guides, pictures, movies, and graphs) Have the student sit close to the teacher or in the front of the classroom

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Sensory-Motor Processing What is it? One of the least common processing difficulties in students Mostly occurs in severely developmentally delayed children (usually those with Autism Spectrum Disorder and Mental Retardation). Usually requires Occupational Therapy if severe enough to impact educational performance
What does it look like? Difficulty learning to walk, jump, skip Easily irritated by touch (clothing on skin, hairbrushing, tags in clothing, specific surfaces such as paper, wax, tree bark, grass, etc.) Trouble with activities that require fine-motor skills (holding a pencil, cutting, buttons, hooks, zippers) Trouble learning to tie shoes Poor coordination and trouble with sports activities Speech difficulties that can cause social awkwardness and unwillingness to attempt social interactions due to speech difficulties Extreme sensitivity to light, touch, smells Difficulty with personal grooming due to poor fine motor skills Dropping, spilling, knocking things over, bumping into things Difficulty using small objects requiring precision
What are some classroom interventions? Provide pencil grippers and allow the student to use a fist grip on a pencil rather than holding with a tripod grip Provide copies of class and lecture notes so the student does not have to write notes Allow the student to type assignments rather than write assignments Allow student to tape record class lectures Provide activities: puzzles, painting, drawing, bead stringing, pegs and pegboards, and building with blocks to increase motor skills Provide activities with manipulative toys and encourage appropriate motor functioning Have students arrange blocks or shapes on top of patterns Have children trace geometric shapes and other forms with their fingers or use plastic overlays with crayons Offer choices of activities and materials Use systematic teaching and chunking of multiple step tasks

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Sample IEP Meeting Agenda Student Name Time/Date 1) Start up Administrator/Designee Introductions by participants (and each explain role for the meeting) Purpose of the meeting Review of proposed agenda/Adopt proposed agenda Parent Rights Decision Making Process ( and when consensus cannot be reached) Ground rules
2) Present Level of Performance- All Service Providers: Teachers, RSP, Counselor, Psychologist
What do the student KNOWS, UNDERSTANDS & IS ABLE TO DO NOW? Review remaining assessments information Review progress on current goals and objectives Student weakness (needs)
3) Determine Goals from the established weakness- Case Manager in Collaboration of IEP Team
What is it we want the student to KNOW, UNDESTAND and BE BLE TO DO one year from today? Recommend and explain goals/objectives
4) Determine Appropriate Placement Case Manager in Collaboration of IEP Team What is the least restrictive environment (LRE) in which these goals and objectives are likely to be achieved? Modifications, accommodations and supports needed in the LRE Amount of time student will NOT be in a general education setting. 5) Determine related services Each Service Provider or Case Manager Services can include RST minutes, Counseling, Speech and Language, Adaptive PE, DHH, Auditory Training, etc.
6) Ending Administrator
Confirm agreements, including signatures Determine schedule for next IEP review Action plan for follow-up
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Requesting Written Translation & Providing Parent with Translated IEP

Under federal law and district policy, we must provide the parent with the option to have the IEP document translated into their primary language. Please follow the steps below to request IEP translation from LAUSD: Step 1 1. Check in section N of the IEP the parent request for translation.
2. Check the box Translation on Section 0: Actions Required Following the IEP. 3. The IEP must be locked but no parent signature is necessary to send the translation request form to LAUSD translation unit. 4. Complete IEP Translation Request Form and fax the form to 213-241-6701 attention Yolanda Garcia-Carrillo, Coordinator, Division of Special Education. Please be advised that the translation unit will not complete the request if the appropriate boxes are not marked in the Welligent document or if is not received within a day of the day the IEP is locked. Step 2 1. The designated school staff (requestor), as indicated on the IEP Translation Request Form will receive an electronic message in Welligent when the translation is completed. The requestor will need to print the IEP and the cover page and provide the translated document to the parent. If the school fails to meet LAUSD Translation timelines/guidelines, the site is responsible to complete the translation by hiring a private contractor. The cost of a full IEP translation is approximately 200 dollars per document. Please contact your Program Administrator for guidance on how to contract a translator. Also, please remember to ask the parent if they need the entire document translated. It is appropriate to only translate sections of the IEP.
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Oral Interpretation of IEP Meetings Guidelines

School Site Administrators are responsible for: 1. Utilizing eligible bilingual on-site staff to provide oral interpretation at IEP team meetings when requested by parents(s)/guardian(s). 2. Maintaining a list (see Attachment A: School Roster of Staff Eligible to Interpret at IEP Team Meetings) of District-trained oral interpreters and certificated staff otherwise eligible to interpret at IEP team meetings at the school site. 3. Sending Attachment A, School Roster of Staff Eligible to Interpret at IEP Team Meetings, annually to the Division of Special Education, no later than October 15 of each school year. 4. Accessing the Division of Special Education website for current information on training dates and sites for oral interpretation at IEP team meetings. a. The Division of Special Education provides schools, through the Divisions website, with a schedule of this training, locations and registration information no later than September 10 of each school year. 5. Ensuring that appropriate classified bilingual (qualified by District standard) site personnel who will be used by administrators to interpret at IEP team meetings are registered and sent to the Districts currently available oral interpretation training. 6. For assistance or further information about the training schedule, please contact: Yolanda Garcia-Carrillo, Coordinator Division of Special Education (213) 241-3335 Email: yolanda.carrillo@lausd.net 7. When oral interpretation from an outside vendor is needed, contact your Program Administrator at least 15 days before the IEP.
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Summary of REF-4133.0
Individualized Education Program Presented for Parent Signature

Parents/Guardians are to be provided with a copy of the completed IEP at the conclusion of the IEP meeting. Presenting the IEP to Parents/Guardians for Signature At the end of the meeting, while parents/guardians are present, IEP must be locked with the IEP status of PENDING. Even if an IEP is held when the parent/guardian are not able to attend (for example, after several attempts to schedule the meeting were made, or a teleconference or other means of parent participation has taken place), the IEP must still be locked as PENDING at the END OF THE MEETING.
It is not permissible to add or change anything on an IEP after the meeting is over. When the document is locked as PENDING in the Welligent System, parent signature and parent comment sections remain open. At the conclusion of the IEP meeting, parents/guardians are to be provided a copy of the completed IEP for their signature and consent on page 10. Parent may decide to take the IEP home for review and consideration before completing page 10. In either case, once the IEP is completed parents/guardians must never be told they will be sent a copy of the childs IEP at a later time.
Even in the event that the parent/guardian indicates that they are in disagreement with the IEP, the IEP must still be locked as Pending at the conclusion of the meeting in the same manners as an IEP that is not in dispute. The specific disagreement can be noted on page 10 after the IEP is locked with the status of PENDING
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Locking the IEP: Two Stages

o Enter the date completed on the IEP meeting screen: This will lock your documents form being modified with the exception of the goals (page 5), the consent form (page 10), and the Management Screens. This will automatically lock the IEP and put it in Pending state, allowing you to print the IEP for the parent/guardian to sign without the worksheet.
o Enter the parent signature date on the IEP meeting screen for the IEP to become Active This will lock page 10 and management screens. Any necessary meeting notes should be entered on the IEP meeting screen before entering the parent signature. Parent signature will also automatically make the IEP ACTIVE.
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Recessing an IEP Meeting

In situations when an IEP team meeting is not concluded in one day and will be reconvened on another day when the District will make its offer of FAPE, parents have a right to have a printed copy of the IEP document. In this case, parents may request and be given a copy of a Worksheet, not an official document IEP until the meeting is continued and completed.
The following steps are to be completed when recessing an IEP meeting (to be reconvened at a later date). 1. Indicate on page 12 the reason(s) the IEP meeting is being recessed. 2. Indicate on page 12 the date the IEP meeting will be reconvened (if known) 3. Indicate on page 12 that what is written in the IEP up to that point has not been reviewed in whole by the team and is only a draft until the entire contents of the IEP have been reviewed with the team, and the District has made an offer of FAPE. 4. Offer parents a copy of the document as-is, which will be the Worksheets, not an official document. 5. On the IEP meeting screen, change the meeting status to RECESSED. Indicate on the meeting notes all pertinent information with regard to recessing the meeting. Click SAVE and then CLOSE. Do NOT enter a date into the date completed field as this will lock the document pages. 6. After the IEP team has reconvened and concluded the meeting, go back to the IEP Meeting screen, and set the Meeting Status to Completed. In the Date Completed field enter the date/time of the FIRST MEETING, not the reconvened date, to lock the documents page. (The date and time of the reconvened meeting can be documented in the meeting notes).
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Appendix
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Certificate Track Rubric

Organization
Has the materials required by the class (binder, paper, pen, pencil, etc.)
Score
Effort
Follows Directions
Submission
Turns in assignment when first asked to do so
Content
Response to task is mostly relevant
Keeps head up during lecture and class activities, attempts assignment, participates in assignment/activity with minimal prompting
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Faces teacher when teacher gives one step directions in preparation for a task (take out paper/warm up sheet, use a pencil, etc), completes the preparatory task
Keeps head up during lecture and most class activities, attempts the assignment with prompting, participates in assignment/activity with a few prompts Has few of the materials required by the class
Has most of the materials required for the class.
Faces teacher with prompting while teacher gives one step directions in preparation for a task, begins to complete the preparatory task
Turns in assignment with 2 or 3 prompts
Response to task is generally relevant
Needs prompting to keep head up and participate in class, attempts assignment after multiple prompts, participates during half of the assignment/activity with prompting Has none of the materials required by the class
Mostly faces teacher with prompting, begins to complete the preparatory task with prompting
Turns in assignment with 4 or more prompts
Response to task is occasionally relevant.
Does not keep head up during lecture or class, does not attempt assignment, does not participate in assignment/activity
Does not complete the preparatory task
Does not turn in assignment
Response to task is not relevant
Animo Charter High School Progress Monitoring Teacher Feedback Form The following student has an Individual Education Program. Please answer the following questions regarding the students strengths, challenges and needs. _______________________________ Teacher Name _____________________ Subject ____________ Period ___________________ Student Name ________________________ Current Academic Grade
What are the students strengths? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ What are the students challenges? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ What are the students needs? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Do you have any additional suggestions on how the student be best supported? _______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Please write at least one goal pertaining to your subject area: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Thank you for your collaboration and support.
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SCHOOL ACCOMMODATIONS AND MODIFICATIONS An accommodation allows a student to complete the same assignment or test as other students, but with a variation in time, format, setting, and/or presentation. This adjustment to an assignment or a test-taking situation does not change the meaning of the students score.
A modification is an adjustment to an assignment or a testing situation that changes the standard for a particular student. Examples of possible modifications include a student completing work on part of a standard or a student completing an alternate assignment that is more easily achievable than the standard assignment.
Here are some ideas for changes in textbooks and curriculum, the classroom environment, instruction and assignments, and behavior expectations. When reviewing these suggestions, keep in mind that any accommodations or modifications you choose must be based on the individual students needs. Also, keep in mind what is the students goal? GETTING STARTED OR INTERESTED o Tell stories that relate the lesson to real life
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o o o o o o o o o o o o o o
Use an attention getter Relate the lesson to previous learning experiences Seat the student near the teacher Use non verbal cues to get started Give work in small amounts and reinforce as each part is complete Sequence work with easy parts first Make sure student has all needed materials Give clear instructions Make sure student understands the directions: written, oral, mapped out Provide checklist of steps Use partners Cooperative learning groups Ask student to help someone else Provide encouragement
TEXTBOOKS AND CURRICULUM Books o Provide alternative books with similar concepts, but at an easier reading level. o Provide audiotapes of textbooks and have the student follow the text while listening. o Provide summaries of chapters. o Provide interesting reading material at or slightly above the students comfortable reading level. o Use peer readers. o Use marker to highlight important textbook sections. o Use word-for-word sentence fill-ins. o Provide two sets of textbooks, one for home and one for school. o Use index cards to record major themes. o Provide the student with a list of discussion questions before reading the material. o Give page numbers to help the student find answers. Curriculum o Shorten assignments to focus on mastery of key concepts. o Shorten spelling tests to focus on mastering the most functional words. o Substitute alternatives for written assignments (clay models, posters, panoramas, collections, etc) o Change the percentage required for a passing grade on a test or assignment. o Specify and list exactly what the student will need to learn to pass. Review this frequently.
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o Modify expectations based on student needs (e.g., When you have read this chapter, you should be able to list three reasons for the Civil War). o Give alternatives to long written reports (e.g., write several short reports, preview new audiovisual materials and write a short review, give an oral report on an assigned topic). Classroom Environment o Develop individualized rules for the student o Evaluate the classroom structure against the students needs. o Keep workspaces clear of unrelated materials. o Keep the classroom quiet during intense learning times. o Reduce visual distractions in the classroom. o Provide a computer for written work. o Seat the student close to the teacher or a positive role model. o Use a study carrel. (Provide extras so that the student is not singled out). o Seat the student away from windows or doorways. o Provide an unobstructed view of the chalkboard, teacher, movie screen, etc. o Keep extra supplies of classroom materials (pencils, books) on hand. o Use alternatives to crossword puzzles or word finds. o Maintain adequate space between desks. INSTRUCTIONS AND ASSIGNMENTS Taking Notes o Give students a copy of notes to highlight o Give a partial outline o Have another student use NCR paper o Use a tape recorder o Teaching mental mapping techniques o Allow students to listen without note taking and have them develop a summary of main points o Hand out complete notes to be attached to students best attempts o Key class notes to pages in text Completing Study Guides, Skeletal Outlines, or Worksheets o Give page numbers for location of answers o Make sure questions are in the same order as the reading material o Reduce the number of items to be answered depending on student o Highlight or underline answers for texts or notes o Have students complete in study groups or with partners o Be concise with only important facts o Use simple language
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o Use major and minor text headings o Use word for word sentence fill-ins o Incorporate thinking about and not just recall Directions o Use both oral and printed directions. o Give directions in small steps and in as few words as possible. o Number and sequence the steps in a task. o Have student repeat directions for a task. o Provide visual aids. o Show a model of the end product of directions (e.g., a completed math problem or finished quiz). o Stand near the student when giving directions or presenting a lesson. Time/Transitions o Alert student several minutes before a transition from one activity to another is planned, give several reminders. o Provide additional time to complete a task. o Allow extra time to turn in homework without penalty. o Provide assistance when moving about the building. Handwriting o Use worksheets that require minimal writing. o Do not return handwritten work to be recopied by the student. Do not grade handwriting on written work. o Use fill-in questions with space for a brief response rather than a short essay. o Provide a designated note taker or photocopy of other student or teacher notes. (Do not assign a poor note taker or a student with no friends to arrange with another student for notes.) o Provide a print outline with videotapes and filmstrips. o Provide a print copy of any assignments or directions written on the blackboard. o Omit assignments that require copying, or let the student use a tape recorder to dictate answers. Grading / Authentic Assessment o Provide a partial grade based on individual progress or effort. o Use daily or frequent grading averaged into a grade for the quarter. o Weight daily work higher than tests for a student who performs poorly on tests. o Mark the correct answers rather than the incorrect ones.
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o Permit a student to rework wrong answers for a better grade. o Average grades out when assignments are reworked, or grade on corrected work. o Use a pass-fail or an alternative grading system when the student is assessed on his or her own growth. o Permit the student to retake a test until it is passed. o If a portion of the grade is based on class participation, modify participation expectations. o Performance based within the context of real life (e.g., develop a travel brochure, produce a public service video commercial, outline possible solutions to the communitys homeless challenge, make an oral presentation stating your point of view). o Requires students to generate a response and demonstrate skills rather than choose a response or give back information that was given. o Involves active learning rather than passive memorized responses. Tests o Go over directions orally. o Teach the student how to take tests (e.g., how to review, to plan time for each section). o Provide a vocabulary list with definitions. o Permit as much time as needed to finish tests. o Allow tests to be taken in a room with few distractions (e.g., the library). o Have test materials read to the student, and allow oral responses. o Divide tests into small sections of similar questions or problems. o Use recognition tests (true-false, multiple choice, or matching) instead of essays. o Allow the student to complete an independent project as an alternative to a test. o Give progress reports instead of grades. o Grade spelling separately from content. o Provide typed test materials, not tests written in cursive. o Allow take-home or open-book tests. o Provide possible answers for fill-in-the blank sections. o Provide the first letter of the missing word. Math o Allow the student to use a calculator without penalty. o Group similar problems together (e.g., all addition in one section). o Provide fewer problems on a worksheet (e.g., 4 to 6 problems on a page, rather than 20 or 30).
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o Require fewer problems to attain passing grades. o Use enlarged graph paper to write problems to help the student keep numbers in columns. o Provide a table of math facts for reference. o Tape a number line to the students desk. o Read and explain story problems, or break problems into smaller steps. o Use pictures or graphics. Other o Use Post-it notes to mark assignments in textbooks. o Check progress and provide feedback often in the first few minutes of each assignment. o Place a ruler under sentences being read for better tracking. o Introduce an overview of long-term assignments so the student knows what is expected and when it is due. o Break long-term assignments into small, sequential steps, with daily monitoring and frequent grading. o Have the student practice presenting in a small group before presenting to the class. o Hand out worksheets one at a time. o Sequence work, with the easiest part first. o Use blackline copies, not dittos. o Provide study guides and study questions that directly relate to tests. o Reinforce student for recording assignments and due dates in a notebook. o Draw arrows on worksheets, chalkboard, or overheads to show how ideas are related, or use other graphic organizers such as flowcharts. Behavior o Arrange a check-in time to organize the day. o Pair the student with a student who is a good behavior model for class projects. o Modify school rules that may discriminate against the student. o Use nonverbal cues to remind the student of rule violations. o Amend consequences for rule violations (e.g., reward a forgetful student for remembering to bring pencils to class, rather than punishing the failure to remember). o Minimize the use of punishment; provide positive as well as negative consequences. o Develop an individualized behavior intervention plan that is positive and consistent with the students ability and skills. o Increase the frequency and immediacy of reinforcement.
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o Arrange for the student to leave the classroom voluntarily and to go to a designated safe place when under high stress. o Develop a system or a code word to let the student know when behavior is not appropriate. o Ignore behaviors that are not seriously disruptive. o Develop interventions for behaviors that are annoying but not deliberate (e.g., provide a small piece of foam rubber for the desk of a student who continually taps a pencil on the desktop). o Be aware of behavior changes that relate to medication or the length of the school day; modify expectations.
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READING Timekeeper Count out papers Student may trace Computer Augmentative Communicative device Organize/sequence pictures to tell a story Dictate to peer helper Do a video at home or school with parent or peer support
WRITTEN ANSWERS
MATH
WRITTEN REPORTS
ORAL REPORTS
PARTICIPATION IN CLASS DISCUSSIONS
SPELLING
Have a partner read to the student
Use word processor
Respond into tape recorder Cooperative groups-give task child can do Use augmentative communication device
Cooperative learning reading
Draw picture to demonstrate answer
Listen to tapes Give play money used as rewards to students on task Student may check others answers with calculators Use stickers to tell a story or to illustrate story or report Prompt an oral report by asking the student questions rather than expect memorization of a presentation
Role-play
Draw a picture of your Have student answer spell first letter of word Hold up cue cards Cut list to a few Be person responsible words for selecting student to respond to question Student traces letters Can be score-keeper during class games Use stamps to print letters
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Use adapted reading curriculum
Give response cards with written answers
Communication books
Point/answer identification Use manipulatives appropriate for age level and disability
Use textbook pictures as cues to answer
Visual presentation of a report Parent or peer reads student words
Student Profile
Student Name: Jane Doe Special Education Teacher: John Luis Sanchez Grade: 10 Student DOB: 07-25-90 Student ID: 072590F030
Counselor: W illiam Espinoza
Next IEP Review Date: 3-4-10
Present Level of Performance and Goals

Areas of Need

Areas of Strength
Goals
Math
Solving Multi-step problems Determining the sequence of operations Fluency Decoding multi-syllabic words Making inferences in stories Essay composition organization Needs to develop ideas to increase length of composition Behavior: Disrupts class to get attention
Basic computation skills
Solve algebraic equations using knowledge of sequence of operations
Reading
With the support of cooperative Answer questions that require groups, can understand story inferences elements sharing ideas with peers with assistance in pre-writing can write a paragraph Behavior: gets along with peers
Writing
Write 3 paragraph essay
Other
Seek attention in appropriate ways such as asking for help
Classroom Academic Supports

Graphic Organizers Manipulatives Shortened Assignments Extended Time Small Group Instruction Peer and Cooperative Group Support Preferential Seating Tasks broken in chunks Text read aloud Instructions repeated or restated Other:
Assessment Participation Calculator Extended Time Read Aloud Small Group CAPA Level: Other:
Attached Paperwork IEP Goals and Objectives Behavior Support Plan Other:
Related Services: LAS
OT
APE
PT
Counseling
Other:
Other information (What works well? What doesn't work?): Cooperative groups, reminders about next step in tasks, task analysis checklists to remember steps; Does not respond to pressure and will often quit on task when not supported.
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Student Profile
Student Name: Special Education Teacher: Grade: Counselor: Student DOB: Student ID: Next IEP Review Date:
Present Level of Performance and Goals

Areas of Need Areas of Strength Goals
Math
Reading
Writing
Other
Classroom Academic Supports

Graphic Organizers Manipulatives Shortened Assignments Extended Time Small Group Instruction Peer and Cooperative Group Support Preferential Seating Tasks broken in chunks Text read aloud Instructions repeated or restated Other:
Assessment Participation Calculator Extended Time Read Aloud Small Group CAPA Level: Other:
Attached Paperwork IEP Goals and Objectives Behavior Support Plan Other:
Related Services: LAS
OT
APE
PT
Counseling
Other:
Other information (What works well? What doesn't work?): ___________________________________________________________________________________
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Animo Locke Student Profile Case Manager:
Student Name: IEP Identification: Current Levels of Performance: Reading Level: Math Grade Level: Writing Grade Level: Notes:
Grade Level: IEP Date:
Goals: Writing:
Reading:
Math:
Behavior Plan? Behavior: Strategies: Goal:
Yes
No
Extra Notes:
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ACCOMMODATIONS/MODIFICATIONS: Modifications/accommodations to materials/assignments: Shortened assignments Extra time to complete assignments Opportunity to respond orally Alter format of materials on page (type size, highlighting, spacing) Reduced language and/or reading level Allow student the option of rewrites on essays Grade content separately from spelling Modifications/accommodations to instruction: Shortened instructions Repeated instructions Individualized and/or small group instruction Opportunity to repeat and explain instructions orally Written instructions Assignment notebook Visual aids (pictures, flashcards, graphic organizer) Peer tutor/work buddy/note taker Break tasks and procedures into sequential steps Use manipulatives/ hands-on activities Extra time for oral response Extra time for written response Separate space for independent work Frequent and/or immediate feedback Minimal auditory distractions (study carrel, quiet space, headphones) Encouragement for classroom participation Peer tutoring/paired working arrangement Modifications/accommodations to test/assessment situations: Small group testing Extra time for written response Exams of reduced length Allow breaks Read aloud Oral exams Open book exams Dictionary Calculator Allow student to make up failed quizzes/tests up to one week after receiving the failed test. Modifications/accommodations for behavior concerns: Assure curriculum is appropriate and necessary modifications are in place Direct instruction in social skills and/or appropriate behavior Reinforce/encourage appropriate behavior Establish procedures and routines to assist student in completing activities Systematic program to increase self-esteem Student-teacher conferences Modify students agenda/schedule Allow breaks Structure an individualized behavior management plan Other _____________________
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REF-4132.0 February 25, 2008
Los Angeles Unified School District Division of Special Education
Attachment
Section 1: Background Information Student Name: Address: State: Telephone: Disability:
Date: DOB City Zip: Additional Phone:
High School Contacts Current School: School Contact ( Last School of Attendance):
Primary Language Telephone Number:
Post School contact: Division of Special Education website: http/sped.lausd.net District office of Transition Telephone Number: 213-241-8050 Adult/Community Contacts Agency Linkage: Address: Phone Number: Agency Linkage: Address: Phone Number: Agency Linkage: Address: Phone Number: Section 2 Education: My Postsecondary Goals and After High School My Goal:
Schools Recommendation to Achieve Goal: Employment: My Goal: Schools Recommendation to Achieve Goal: My Goal: Schools Recommendation to Achieve Goal: DOB:
Independent Living (if needed): Name:
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Attachment
Section 3: Students Perspective A. My strengths: I know I am competent on tasks involving
B. My disability affects my (describe) Schoolwork: Communication: Mobility: Employment: Relationships: Leisure activity: C. These supports have helped me to be successful:
D. These are additional accommodations that may work for me:
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REF-4132.0 February 25, 2008
Attachment
Name: SECTION 4: Areas of Functioning Reading (basic reading/decoding, reading comprehension, reading speed) Math (Calculation skills, algebraic problem, solving, quantitative reasoning) Language (written expression , speaking, spelling) Cognitive Areas General Ability and Problem Solving (reasoning/processing) Communication (speech/language, assisted communication) Functional areas Social Skills and Behavior (interactions with teachers/peers, levels of initiation in asking for assistance, degree of involvement in extracurricular activities, confidence, and persistence as a leader) Independent Living Skills (Self-care, leisure skills, personal safety, transportation, banking, budgeting) Career-Vocational/Transition Employment (career interest, career exploration, job training, employment experiences and supports)
DOB: Schools Perspective on Impact of Disability Performance Level
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REF-4132.0 February 25, 2008
Attachment
Name: DOB: Section:5: Recommendations to Assist the Student in Meeting Postsecondary Goals Related to Support: Check for understanding Repeat or rephrase instructions/directions Present one task at a time Use of assignment notebook Provide with progress reports Supervision during unstructured time Provide cues/prompt reminders for rules/procedures Offer choices Provide note-taking assistance Use of computer on campus Use of scribe/word processor Use of peer tutor/staff assistance in use of communication system Other Related to Health Care: Use a cue to be reminded to take medications Take medication (s) under supervision Other Assistive Tools Adaptive Devices Assistive Services: Response to Materials and Instruction: Reduce/shorten test/assignment/task Extended time on in-class assignment/task Use of notes for test/assignment Provide open book for test/assignment Differentiate projects or alternate assignments
Presentation of Materials and Instruction:
Use of books on tape and or CD Modify assignments/tests to address identified needs of learning styles Enlarge Print Provide closed caption Use English Language Development Materials Use manipulative/study aides Give test questions orally Preview of test/assignments Use of visual aids: flash cards, maps, posters, clues Settings: Access a study carrel for task/assignment Sit free from visual distractions Use a quiet environment-free from excessive noise other:
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REF-4132.0 February 25, 2008
Attachment
Section 1: Background Information Student Name: Maria Address:123 West Aven State: CA Telephone:213-233-9090 Disability: Specific Learning Disability
Date: 3-3-09 DOB5/4/89 City: Los Angeles Zip:90023 Additional Phone: 231-987-0987
High School Contacts Current School: Animo Charter Primary Language Eng School Contact ( Last School of Attendance): Telephone Number: Counselor Post School contact: Division of Special Education website: http/sped.lausd.net District office of Transition Telephone Number: 213-241-8050 Adult/Community Contacts Agency Linkage: Department of Rehabilitation Address: Phone Number: Agency Linkage: West Side Independent living Center Address: Phone Number: Agency Linkage: Wors Source Center Address: Phone Number: Section 2 Education: My Postsecondary Goals and After High School My Goal: My goal is to attend community college to study business.
Schools Recommendation to Achieve Goal: Enroll at LA Tech College and take a class in retail occupations. Employment: My Goal: My goal is to get pursue a carer in a retail business. Schools Recommendation to Achieve Goal: Visit WorkSource Center and attend a career fair. My Goal: I plan to live with my parents. Schools Recommendation to Achieve Goal: Meet with parents to determine rent and items that student will be responsible for paying.
Independent Living (if needed):
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REF-4132.0 February 25, 2008
Attachment
Name:Maria Section 3: Students Perspective
DOB: 5/4/89
A. My strengths: I know I am competent on tasks involving One of my strengths is reading directions very carefully. I am good at reading and am able answer questions using complete sentences. I also like to talk to people and help them when they need to find something. What I enjoy the most at school is my math class. I am good at adding, subtracting, and solving simple problems. I am very organized and responsible. I completed my high school course work with a 2.5 GPA. I am good at multitasking and I am able to handle multiple responsibilities at one time. My junior and senior year I took a class at the occupational center in Fashion Design, had a part-time job at Macy's, took care of my ill mother and also was in a steady relationship. I am able to build strong relationships with peers and teachers. I am also good at knowing how to act in different environments such as at work, school, home and with my friends. B. My disability affects my (describe) Schoolwork:I need extra time to finish projects and long essays. Sometimes, I need an outline or chart to help me organize my thoughts before writing an essay. I also need step by step directions and example problems when completing higher math concepts. Communication: I need to have my written work revised before turning it in. Also, I have difficulty speaking in public to a group of people. Mobility:N/A Employment:N/A Relationships:N/A Leisure activity:N/A C. These supports have helped me to be successful: What has helped me be successful is for people to provide me with extra time when they give me a long assignment. Also, I understand directions better when theya re given to me in written form. I like to have notes structured and step by step so that I can see how things are completed. D. These are additional accommodations that may work for me: Simple directions when they are given to me orally. Outlines/charts for writing. A sample copy of notes to look at to make sure that my notes are accurate. I also need to use a calculator when completing higher order math concepts.
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Attachment
Name:Maria SECTION 4: Areas of Functioning Reading (basic reading/decoding, reading comprehension, reading speed)
Math (Calculation skills, algebraic problem, solving, quantitative reasoning)
DOB:5/4/89 Schools Perspective on Impact of Disability Performance Level KTEA: 1/2007 Letter and Word Recognition-SS 84 GE 6.8 Reading Comprehension- SS 49 GE 1.4 Maria's relative strength is letter/word recognition. She has developed the ability to break words apart and decode phonemes in words with which she is unfamiliar. She is able to recognize common prefixes/suffixes as well as vowel digraphs (ou, ie) and consonant clusters (st, th). Challenge/Needs: Maria has difficulty decoding words that contain irregular patterns (alibi) as well as the vowel digraph (aeo, and ua). She has difficulty identifying the various steps needed when given a complex assignment. Maria needs to work on big picture ideas when working on reading comprehension. She is able to identify specific details and answer questions, however, she has difficulty identifying the main idea, purpose and theme of given passages. Math Computation- SS 79 GE 5.2 In regards to math, she is able to add multi digit numbers with regrouping and subtract multi digit numbers without regrouping. She is able to multiply single and multi digit numbers with 85% accuracy. She is able to solve long division problems and add and subtract fractions that involve common denominators. She is able to read simple graphs/charts, tell time, manage money and solve word problems that involve addition/subtraction and 1 step. She is able to solve simple algebraic equations and is able to follow the order of operations as well as work with fractions. She is able to decode various charts in math and is able to formulate a mathematical expression when given a verbal expression. Spelling- SS 85 GE 6.2 In writing, she is able to express her ideas in writing. When given graphic organizers and guidance and prompting, she is able to develop an essay that involves an intro, thesis, body
Language (written expression , speaking, spelling)
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REF-4132.0 February 25, 2008
Attachment
paragraphs and conclusion. She is able to follow written directions and is also able to support her statements with quotes when writing essays. In spelling, she is able to phonetically spell and has memorized frequently used prefixes and suffixes as well as initial consonant clusters (sch,ph,kn. Due to the fact that she has a strong sight word vocabulary, she is able to spell simple sight words and high frequency words. Cognitive Areas General Ability and Problem Solving (reasoning/processing) Low average overall ability with relative strengths involving short term visual, complex sequential and memory for meaningful material and short term visual memory for abstract material. Her relative weaknesses are in spatial reasoning and synthesis of part-whole relationships.
Communication (speech/language, assisted communication) Functional areas Social Skills and Behavior (interactions with teachers/peers, levels of initiation in asking for assistance, degree of involvement in extracurricular activities, confidence, and persistence as a leader)
Maria demonstrates age-appropriate socialemotional development. She is friendly and confident, yet may be immature at times. She prefers working alone, however, is social in other environments. Maria is friendly and organized. She enjoys socializing and participating in extracurricular activities. She likes to learn about fashion and has specific goals for her future. She is respectful and puts forth effort to establish a positive rapport with teachers.She is focused and has greatly improved in her advocacy skills as well as her ability to manage her time.
Independent Living Skills (Self-care, leisure skills, personal safety, transportation, banking, budgeting) Career-Vocational/Transition Employment (career interest, career exploration, job training, employment experiences and supports)
Maria would like to obtain her bachelors degree after completing 2 years at a community college. Maria would like to become a fashion designer or a business owner in the future.
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REF-4132.0 February 25, 2008
Attachment
Name: Maria DOB:5/4/89 Section:5: Recommendations to Assist the Student in Meeting Postsecondary Goals Related to Support: Check for understanding Repeat or rephrase instructions/directions Present one task at a time Use of assignment notebook Provide with progress reports Supervision during unstructured time Provide cues/prompt reminders for rules/procedures Offer choices Provide note-taking assistance Use of computer on campus Use of scribe/word processor Use of peer tutor/staff assistance in use of communication system Other Related to Health Care: Use a cue to be reminded to take medications Take medication (s) under supervision Other Assistive Tools Adaptive Devices Assistive Services: Response to Materials and Instruction: Reduce/shorten test/assignment/task Extended time on in-class assignment/task Use of notes for test/assignment Provide open book for test/assignment Differentiate projects or alternate assignments
Presentation of Materials and Instruction:
Use of books on tape and or CD Modify assignments/tests to address identified needs of learning styles Enlarge Print Provide closed caption Use English Language Development Materials Use manipulative/study aides Give test questions orally Preview of test/assignments Use of visual aids: flash cards, maps, posters, clues Settings: Access a study carrel for task/assignment Sit free from visual distractions Use a quiet environment-free from excessive noise other:
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RESOURCE SPECIALIST ASSESSMENT REPORT NAME OF STUDENT: SCHOOL: Animo _____Charter High School NAME OF ASSESSOR: DATE OF BIRTH: GRADE: Testing Date(s):
Signature: ______________________________________ Background Include age, language, race/ethnicity, gender Include previous assessment results Health (describe relevant health, developmental, and medical findings)
Test Administered Cite that the assessment instruments selected and administered were not racially, sexually, or culturally discriminatory, and were considered valid and reliable for the evaluation. Indicate dates given and who administered them and whether or not an interpreter was used. Indicate whether the assessments were a valid indicator of the students skills and aptitudes. Observations: Indicate relevant behavior noted, observed in the appropriate setting, and the relationship of that behavior to the students academic and social functioning. Academic Strengths and Abilities Indicate teacher input of student performance in the general education setting. Include student performance on State and District assessments Academic Challenges, Needs and Deficits Indicate teacher input of student performance in the general education setting. Include student performance on State and District assessments Summary: State the determination concerning the effects of environmental, cultural, or economic disadvantage. For a student suspected of having a learning disability, provide evidence whether there is a significant discrepancy between achievement and ability that cannot be corrected without special education services and supports. Provide evidence of whether the student has a disability and may require special education and related services
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References
Green Dot PD Portal: http://www.animopd.org/ LAUSD Special Education Website: http://sped.lausd.net/ LAUSD Office of Transition: http://www.lausd.net/lausd/offices/spec_ed/_dots/ LAUSD School-Wide Behavior Support: http://tinyurl.com/Behavior-Support LAUSD Alternatives to Suspension resources: http://tinyurl.com/LAUSD-Suspension-Alter LAUSD Learning Zone: https://lz.lausd.net/lz/index.jsp Welligent Publications: http://tinyurl.com/WelligentPublications PENT BSP Desk Reference and behavior support resources: http://www.pent.ca.gov/dsk/bspmanual.html LD On-line: http://www.ldonline.org/ California Department of Education Testing information: http://www.cde.ca.gov/ta/tg/sr/ California Department of Education Special Education: http://www.cde.ca.gov/sp/se/
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294
Forms
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GREEN DOT PUBLIC SCHOOLS

SPECIAL EDUCATION STUDENT INTAKE MEETING FORM Students Name: Name of Parent/Guardian: Phone Number: Address: Current District of Residence: Current School of Residence: DOB: Gender: Todays Date:
IEP Dates: Initial Date:
Last Triennial:
Last IEP:
Current School of Attendance: Choose a School Primary Disability Category Choose One Second Disability Category Choose One
Placement Prescription per Last Agreed Upon IEP Setting: Choose One Amount of time student is outside regular classroom for special education: Special Education Transportation: Services: Choose One Interim Placement Offer Setting: Choose One Amount of time student is outside regular classroom for special education: Special Education Transportation: yes No % yes No Choose One Other: %
Choose One
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SPECIAL EDUCATION STUDENT INTAKE MEETING FORM
DESIGNATED INSTRUCTION AND SERVICES PRESCRIPTION SERVICE: Choose One START DATE:
DURATION/FREQUENCY: Total Min Per Month: COMMENTS:
Min Choose One Time/s Per Choose One
SERVICE: Choose One START DATE:
SERVICE: Choose One START DATE:
297

HEALTH Significant health/medical problems (Including medications if any):
Parent Concerns/Comments:
Parental Consent (Please initial areas that are acceptable) _____ I received a NOTICE OF PROCEDURAL SAFEGUARDS and understand them. _____ I agree with the interim placement and service recommendations.
________________________ Signature of Parent/Guardian
__________________________ Print Name
____ Date
In addition to the parents, the following were participant in the interim placement decision:
School Administrator/District Representative
Date
Additional Participant/Title
Date
Additional Participant/Title
Date
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Nombre Del Estudiante: Nombre del padre/guardin: Numero de Telfono: Direccin: Distrito de Residencia Actual: Escuela de Residencia Actual:
Fecha:
Fecha de Nacimiento:
Genero:
Fechas de IEP: IEP Inicial:
Ultima Evaluacin:
Ultimo IEP:
Escuela de Asistencia Actual: Choose a School Categora Principal de Discapacidad Choose One Categora Segunda de Discapacidad Choose One
Asignacin por el ultimo convenido IEP Lugar/Setting: Choose One Porcentaje e de tiempo que el estudiante esta fuera de educacin general para recibir educacin especial: % Transportacin Especial: Servicios: Choose One Si Choose One No Choose One Otro:
Oferta de Asignacin Temporal Lugar/Setting: Choose One Porcentaje e de tiempo que el estudiante esta fuera de educacin general para recibir educacin especial: % Transportacin Especial: Si No
299

INSTRUCCIN Y SERVICIOS DESIGNADOS SERVICIOS: Choose One FECHA de INICIO:
DURACION/FREQUENCIA: Min. Total Por Mes: COMMENTS:
SERVICIOS: Choose One FECHA de INICIO:
SERVICIOS: Choose One FECHA de INICIO:
300

SALUD Significantes Problemas de Salud/Mdicos (Incluyendo medicaciones):
Preocupaciones/Comentarios del Padre/Guardin:
Consentimiento del Padre (Por favor Iniciar las reas que apliquen) _____ Yo recib la NOTICE OF PROCEDURAL SAFEGUARDS y las entiendo. _____ Yo consiento a al asignacin temporal y servicios recomendados.
________________________ Firma del Padre/Guardin Participantes adicionales:
__________________________ Nombre
____ Fecha
Administrador /Asignacin
Fecha
Participante Adicional/Asignacin
Fecha
Participante Adicional/Asignacin
Fecha
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CONSENT TO RELEASE CONFIDENTIAL STUDENT INFORMATION STUDENTS NAME: STUDENTS DATE OF BIRTH: NAME OF SCHOOL:
CHECK ONE: [ ] I am the (Parent or Legal Guardian) student under the age of 18. I hereby consent to the release of confidential student information relating to this student. of the above named student, a non-emancipated
I am an emancipated student or student over 18 years of age. I hereby consent to the release of
my confidential student information.
CHECK ONLY IF APPLICABLE: Purpose of Release If consent is being given to release this information for a particular purpose,
please describe this purpose: Time Limit If consent is being given to release this information during a particular period of
time, please write the beginning date and ending date of consent:
Beginning Date
Ending Date
I do NOT want my students Directory Information (Name, Address, or Telephone Number)
released to anyone, including the U.S. Military, other than as required by law.
SIGNED:
DATE:
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Los Angeles Unified School District Charter Schools Division FEE FOR SERVICE REQUEST
Charter School: Telephone: Address: Request Completed by:
Print name and title Signature
Date: Fax: Local District:
E-mail address
1. Describe Services, Materials, Low Incidence Equipment, and/or Project Requested: Provide the student's name and student ID # for each request. (For Special Education requests only) (Complete one form for each request. Use additional pages if necessary.)
If Services are requested complete below: (ex: nursing, testing, psychological, etc.) Proposed Dates of Services: Start Date: Number of Students: Number of Days Per Week: End Date: Frequency: Total Number of Days: Number of Hours Per Day:
2. Fee for Service Analysis: (To be completed by the appropriate District or Local District Office.) Office or Division: Is the service/material/project available on a fee for service basis? (Yes or No) The estimated cost of the service/materials/project is: Please attach documentation for cost estimate. Estimate completed by: Print Name/Title Signature 3. Proceed with the above project/services at the estimated cost.
Charter School Signature and Title
Date:
Date Telephone Number
4. Upon completion of service and/or delivery of materials, the appropriate District Office will send the completed "Confirmation of Services Provided to Charter School" form to the Charter Schools Division. Please forward the FEE FOR SERVICE REQUEST to: LAUSD Charter Schools Division 333 South Beaudry Ave. 20th Floor Los Angeles, CA 90017 FAX ( 2 1 3) 2 4 1 - 6 8 6 2 Revised July 2008
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If you have any questions please call: (213) 241-2665.
LOS ANGELES UNIFIED SCHOOL DISTRICT IEP Team Member Written Excusal Form
Students Name: ________________________________________________ Date of IEP Team Meeting: _____/_____/_____ Individuals with Disabilities Education Act (IDEA), 2004, provides that a member of the Individualized Education Program (IEP) team may be excused from attending an IEP team meeting, in whole or in part, in two situations. 1) If the IEP Team members area of the curriculum or related service is not being modified or discussed at the IEP team meeting and the parent (or student who is at least 18 years old) and the designated LAUSD IEP team representative mutually agree in writing to excuse the team members attendance; or, 2) If the IEP team meeting does involve a modification to or discussion of the team members area of the curriculum or related service, and the parent (or the student who is at least 18 years old) and the designated LAUSD IEP team representative mutually agree in writing to excuse the IEP team members attendance, and the member submits, in writing to the parent and the IEP team, input into the development of the IEP prior to the meeting. Check the appropriate column below (please choose only one): Area of Curriculum or Related Services is being discussed or modified AND the IEP team member has provided written input to the Area of Curriculum or Related Services is parent and the Not Being Discussed IEP team prior to the IEP meeting or Modified
Individualized Education Program Team Members
Area of Curriculum or Related Services
By mutual agreement, the IEP team members identified above is/are excused from being present and participating in the IEP meeting referenced above. Signature of District Representative: __________________________ Date: _____/_____/_____ Signature of Parent*: _______________________________________ Date: _____/_____/_____ Signature of Parent*: _______________________________________ Date: _____/_____/_____ Signature of Adult Student**: ________________________________ Date: _____/_____/_____
*Parent as used above means parent, guardian, or appointed surrogate parent. **Adult student as used above means the student is at least 18 years old and has not had a conservatorship established.
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DISTRITO ESCOLAR UNIFICADO DE LOS NGELES Formulario de exencin para uno de los miembros del Comit de Educacin Individualizada (IEP, por sus siglas en ingls) Nombre y apellido del estudiante: ________________________________________________ Fecha de la reunin del Comit IEP: _____/_____/_____ La Ley para las Personas Discapacitadas (IDEA, por sus siglas en ingls), 2004, dispone que cualquiera de los miembros del Comit del Programa de Educacin Individualizado (IEP) podrn ser eximidos de asistir a una reunin del comit IEP, en su totalidad o en parte, en dos situaciones. 1) Si la parte del programa de estudios o el servicio relacionado que proporciona el miembro del comit IEP no ser modificada o tratada en la reunin del comit IEP y los padres (o el estudiante que por lo menos tenga 18 aos de edad) y el representante designado del LAUSD para el comit IEP acuerden mutuamente por escrito eximir al miembro de asistir a la reunin; o, 2) Si la reunin del comit IEP se trate sobre la modificacin o una discusin sobre parte del programa de estudios o el servicio relacionado que proporciona el miembro del comit y si los padres (o el estudiante que por lo menos tenga 18 aos de edad) y el representante designado del LAUSD para el comit IEP acuerden mutuamente por escrito eximir al miembro de asistir a la reunin, y que el miembro del comit presente por escrito a los padres y al comit del IEP, la informacin sobre el desarrollo del IEP con anterioridad a la reunin. Marcar la columna correspondiente (por favor solo escoja una): Parte del programa de estudios o Servicios Relacionados que se Parte del tratarn o modificarn Y programa de si el miembro del Comit estudios o IEP ha proporcionado Servicios Relacionados que informacin por escrito a los padres y el Comit no se tratarn o IEP con anterioridad a la modificarn reunin del IEP
Miembros del Comit del Programa de Educacin Individualizada
Parte del programa de estudios o Servicios relacionados
Por mutuo acuerdo, los miembros del comit IEP identificados a continuacin sern eximidos de estar presentes y participar en la reunin del comit IEP a la que se hace referencia ms arriba. Firma del representante del Distrito: __________________________ Fecha: _____/_____/_____ Firma del padre de familia*: _________________________________ Fecha: _____/_____/_____ Firma del padre de familia*: _________________________________ Fecha: _____/_____/_____ Firma del alumno adulto**: _________________________________ Fecha: _____/_____/_____
*Padre de familia en este caso significa el padre, la madre, el tutor, o padre sustituto asignado. **Estudiante adulto en este caso significa que el estudiante tiene por lo menos 18 aos de edad y que no est bajo curatela.
9764/gd0607/Translated by the LAUSD Translations Unit
306
Hay algo ms que le gustara decirnos o preguntarnos? Si es as, por favor utilice el espacio proporcionado a continuacin o srvase llamar al nmero de la Red de Recursos para Padres de Familia: 1-800-933-8133.
Srvase doblar el documento por la lnea de puntos de tal forma que se pueda ver el domicilio y envelo por correo. El franqueo est pagado. Gracias nuevamente.
NO POSTAGE NECESSARY IF MAILED IN THE UNITED STATES
FIRST-CLASS MAIL PERMIT NO. 33798 LOS ANGELES CA 90051 POSTAGE WILL BE PAID BY ADDRESSEE
BUSINESS REPLY MAIL
ATTN PARENT RESOURCE NETWORK LOS ANGELES UNIFIED SCHOOL DISTRICT PO BOX 513307 LOS ANGELES CA 90099-4093
/9009940937/
PARENT INPUT SURVEY Spanish
Commodity Code: 966 12 24995
PERF
307
English
308
Spanish
11/23/09 V3
Los Angeles Unified School District

Planning Assessment and Research Division
WELLIGENT SUPPORT SECTION (213)241-4174
REQUEST TO ADD A NON-LAUSD STUDENT RECORD TO WELLIGENT

Fax to: IEP Support Section (213) 241-8455
* From: *School/Office:
* = REQUIRED TO PROCESS
* Title: * Phone #: *Emp #: * Fax #:
Comments/Reason for request:
STUDENT INFORMATION
SCHOOL ASSIGNMENT FIRST NAME (Verify Birth Cert.) DATE OF BIRTH ADDRESS CITY GENDER GRADE ZIP MIDDLE INITIAL
STUDENT ID (LAUSD SIS#)
LAST NAME (Verify Birth Cert.)
APT # HOME PHONE PRIMARTY LANGUAGE TRACK (A if Learn Calendar)
ETHNICITY
PARENT /CONTACT INFORMATION

Parent/Guardians First Name Relationship to student Address (If not same as student) City Home Phone Cell Phone Zip Work Phone Last Name Address same as Student?
Yes
No
Apt #
Parent/Guardians First Name Relationship to student Address (If not same as student) City Home Phone Cell Phone
Last Name Address same as Student?
Yes
No
Apt #
Zip Work Phone
COMPLETE THIS SECTION IF STUDENTA HAS A SPECIAL ED HISTORY

Initial IEP date (best guess of when it occurred) Current IEP Meeting Date Last 3yr/Re-evaluation IEP Meeting Date Primary Disability NOTES: Type of IEP
310

Information Technology Division Single Sign-On Application for Non-District Personnel
This application is used to provide access to the Districts Single Sign-On System for the purpose of accessing one or more District applications. This form provides only an SSO account; access for individual applications must be completed separately as required. SSO accounts will not be mail-enabled. Please Check the Type of Request: New Single Sign-On Account Update existing Single Sign-On Account Current/Existing District Single Sign-On Account
Purpose of Request for SSO Account: _______________________________________________________________________________________________

_______________________________________________________________________________________________________________________ Non-District Single Sign-On Accounts expire automatically one year after date issued and must be renewed by filling out a new application.
NAME: (Print) First ______________________________ Middle Initial _______________ Last ____________________________ School/Organization Domain Email Address _________________________________________________________ Organization Represented: _________________________________________________________________ Office Phone Number _________________
LOCATION: Please accurately complete this information for the School/Organization you are doing business with. School/Organization Location _____________________________________________________________________ Work Phone # _____________________________ Location Code__________
Please read carefully before signing I understand that by accepting this District Single Sign-On Account, I agree to completely follow the LAUSDnet Acceptable Use Policy and that violation of the AUP will result in the termination of this account or other disciplinary actions by the District. The Districts AUP may be found by clicking the appropriate link on the home page found at http://www.lausd.net Signature of Applicant_________________________________________ Date _________________
School/Organization Administrators signature is REQUIRED _______________________________________________ (Print) Administrators Name _______________________________________________ Administrators signature ________________________________________________ Department/Office Name ____________________________ Phone ____________________________ Date __________________________________________ Email
AFTER SENDING IN THE FORM, PLEASE WAIT FIVE BUSINESS DAYS FOR PROCESSING. YOU MAY THEN ACTIVATE YOUR EMAIL ACCOUNT BY CALLING THE ITD HELP DESK AT (213) 241-5200, AND SELECTING THE OPTION FOR PASSWORDS. RENEWALS/EXTENSIONS SHOULD BE SENT AT LEAST 2 WEEKS BEFORE THE CONTRACT EXPIRATION DATE LISTED ON THIS FORM.
Please return this form to via School Mail (Preferred) Information Technology Division ITD Service Desk Beaudry 9th floor
OR
Fax the completed form to: Information Technology Division ITD Service Desk 213-241-2074 V 2.02 06/04/2009
311
IEP Translations New Request Form and New IEP Translation Printing Directions Accessing New IEP Translation Request Form
The IEP Translation Request Form has been modified and is now accessed in Welligent. To print, click Downloads at the Communication Center and enter the keyword Translation. Select the icon next to IEP Translation Request Form, click Open, File, and then click Print.
New IEP Translation Request Form Directions
The IEP Translation Request Form is now submitted by fax. Submit only the IEP Translation Request Form. Do not send a copy of the IEP. Reminder: If during the IEP meeting the parent requests a translation of the IEP, indicate that request in Section N of the IEP. This constitutes the parents written request for translation. The parent does not need to sign the IEP before the IEP Translation Request Form is submitted. Prior to submitting the IEP Translation Request Form, the following has to be done: o The parents request for translation must be indicated in Section N of the IEP. o The IEP meeting has to be completed and the IEP has to be locked. o A school administrator must now sign the completed IEP Translation Request form to verify its accuracy. Reminder: The only time a parent must sign and date the IEP Translation Request Form is if the parents request for translation is made after the IEP meeting and therefore the parents request is not documented on Section N of the IEP. Reminder: IEP translations must be completed within 30 days of a parents written request for translation. Within one day of the parents request fax the request IEP Translation Request Form to: Division of Special Education IEP Translation Unit Fax: 213-241-2417 Attention: Yolanda Garcia Carrillo, Coordinator Schools will now print translated IEPs. The IEP Translation Unit will no longer mail hard copies of IEPs. Designated school staff (Requestor), as indicated on the IEP Translation Request Form, will receive an electronic message in Welligent when the translation is completed. Click Mailbox at the Communications Center (envelope icon at the top right corner of Welligent). Double-click the envelope icon next to the message with the subject Completed IEP Translation. Click on the link at Reports. If the IEP was translated to a language other than Spanish, click the View Translated Document link at the bottom right corner. Click Open, File, and then click Print. Enter Date Received at the bottom left corner to close the translation request. If the IEP was translated to Spanish, click Print IEP (Spanish) at IEP Documents.
Instructions for Printing Requested Translated IEPs in Welligent
NEW Directions: Accessing IEP Spanish Translation Cover Page in Welligent

1. Click Downloads at the Communication Center and enter the keyword Translation. 2. Select the icon next to IEP Translation Cover Page, click Open, File, and then click Print. 3. Attach the IEP Translation Cover Page to the Spanish translated document and distribute to parents. Attachments: IEP Translation Request Form and IEP Spanish Translation Cover Page
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Los Angeles Unified School District Division of Special Education IEP Translation Unit IEP Translation Request Form phone (213) 241-6701
Instructions:
1. The IEP Translation Request Form is now submitted by fax. Do not mail the request. Fax only the IEP Translation Request Form. Do not send a copy of the IEP. 2. Prior to submitting the IEP Translation Request Form, the following has to be done: The parents request for translation must be indicated in Section N of the IEP. The IEP meeting must be completed and the IEP must be locked. The parent does not need to sign the IEP before the translation request form is submitted. A school administrator must sign the completed translation request form to verify its accuracy. 3. The only time a parent must sign and date the IEP Translation Request Form is if the parents request for translation is made after the IEP is locked and therefore the parents request is not documented on Section N of the IEP. 4. IEP translations must be completed within 30 days of a parents written request for translation. Within one day of the parents request fax the IEP Translation Request Form to:
IEP Translation Unit - fax number (213) 241-2417

Attention: Yolanda Garcia Carrillo, Coordinator, Division of Special Education Date of IEP Meeting: ______/______/______ Date IEP Translation Request Form Was Faxed to the IEP Translation Unit: ______/______/_____ Students Name: Last Name: _________________________First Name: _____________________ Student ID# ________________ Local District _________ School/Office: _____________________ REQUESTOR ________________________________________________________________________________ (This person will receive email notification in Welligent when the translation is completed, informing them to print the translated copy of the IEP.) Contact: ____________________________ Phone: (____) ________-_______Ext# ___________ (This person is available to answer questions regarding the request and may or may not be the same person listed as requestor.) Language Armenian Chinese Farsi Korean Russian Spanish Thai Vietnamese Other _____________________ IEP Document Indicate the specific pages to be translated ___________________________________________ Indicate the NUMBER of pages to be translated ______________ (Do not write all.)
Parents Signature: ______________________________________ Date: ______/______/______ (ONLY if request was not checked in Section N of the IEP at the IEP team meeting.) Administrators Signature verifying accuracy of above data __________________________________ (REQUIRED) Name Date The Requestor is responsible for providing a copy and documenting delivery/receipt of the IEP to parent/guardian. See page 2 for instructions on printing and distributing translated IEPs.
1
SCHOOLS WILL NOW PRINT TRANSLATED IEPS

INSTRUCTIONS FOR PRINTING REQUESTED TRANSLATED IEPS IN WELLIGENT
1. Designated school staff (Requestor), as indicated on the IEP Translation Request Form, will receive an electronic message in Welligent when the translation is completed. 2. Click Mailbox at the Communications Center (envelope icon at the top right corner of Welligent). Double-click the envelope icon next to the message with the subject Completed IEP Translation. 3. Click on the link at Reports (Completed IEP Translation for Student). 4. Note: If the IEP was translated in a language other than Spanish, click the View Translated Document link at the bottom right corner. Click Open, File, and then click Print. 5. Enter Date Received at the bottom left corner to close the translation request. 6. If the IEP was translated to Spanish, click Print IEP (Spanish) at IEP Documents.
INSTRUCTIONS: ACCESSING IEP SPANISH TRANSLATION COVER PAGE IN WELLIGENT
1. Click Downloads at the Communication Center and enter the keyword Translation. 2. Select the icon next to IEP Translation Cover Page, click Open, File, and then click Print. 3. Attach the IEP Translation Cover Page to the Spanish translated document and distribute to parents.
May 12, 2010 ygc
2

IEP Translation Unit
333 South Beaudry Avenue 17th Floor, Cubicle 151-10 Los Angeles, CA 90017 (213) 241-5426 or (213) 241-5429 Fax (213) 241-2417
Aviso a los padres sobre la traduccin del IEP

Hemos preparado una traduccin professional al espaol del Programa de Educacin Individualizado IEP, que se redact en ingls. Se ha hecho todo esfuerzo por garantizar la precisin de la traduccin. Si usted tiene alguna inquietud o queja sobre la exactitud de la traduccin del IEP, por favor llame a la Unidad de Traduccin del IEP, al (213) 241-5426 o (213) 241-5429. Si tiene alguna inquietud en torno al contendido del IEP, comunquese con el personal de la escuela a la que el alumno asiste. Favor de tener presente que el Distrito utilizar la versin orginial de ingls preparada por el comit del IEP, con el fin de implementer el IEP y como el documento oficial.
IEP Translation Cover Page

Parent Notice: We have prepared a professional translation in Spanish of the original Individualized Education Program (IEP),which was written in English. Every effort has been made to ensure the accuracy of the translation. If you have a concern or a complaint about the accuracy of the IEP translation, please contact the IEP Translation Unit at (213) 241-5426 or (213) 241-5429. If you have a concern about the content of the IEP, please contact the students school of attendance. Please note that the District will use the original English version prepared by the IEP team for implementation purposes and as the official IEP document. School Site Notice: This notice must accompany the IEP Spanish translation provided to the students parent(s) or legal guardian.
06/27/070 LAUSD IEP Spanish translation cover page, Rev. 4 1/21/10
315
OFFICE USE ONLY
11/24/09 V9
User ID Pa eissr Password Issued by Contractor No Date
Name (Last): Date of Birth: Position: Charter School Name: Last 4 of SS or Contractor #:
(First): E-mail : Phone: ( ) ext: Fax:( )
Middle Initial):
Location Code:
Complete this section for type of access (Check One) AND provide License / Credential / Degree information, as appropriate. * Include an updated Charter School Staff Listing / Wellegent Access Form. Charter Special Ed Administrator Charter Administrative Designee Charter Caseload Manager Director, Principal, Assistant Principal, etc. Dean, Counselor, etc. Caseload Manager to assign cases to other Providers that are supervised by the Caseload Manager Related Service: Credential / License Type & No.: Charter Other IEP Access Charter Special EdTeacher Charter Psychologist Charter RST Charter DIS/Related Service Provider Expiration Date: Welligent IEP access to schedule, set-up, send notifications, etc. Special Education Teacher to access Welligent IEP and Classroom Management Credential Type & No: Expiration Date: School Psychologist to access Welligent IEP Credential Type & No: Expiration Date: Special Education Teacher to access Welligent IEPand Classroom Management Credential Type & No: Expiration Date: Related Service: Expiration Date:
(Including Nurse, Counselor,LAS, OT, BII, BID etc) Credential / License Type & No.:
I UNDERSTAND THAT I HAVE ACCESS TO CONFIDENTIAL STUDENT RECORDS AND I CANNOT DISCUSS OR SHARE THESE RECORDS WITH UNAUTHORIZED PERSONNEL. (ALL FIELDS AND SIGNATURES LISTED BELOW MUST BE COMPLETED) I understand that by accepting this District Welligent/Email Account, I agree to completely follow the LAUSDnet Acceptable Use Policy (AUP) and that violation of the AUP will result in the termination of this account or other disciplinary actions by the District.
Agreed:
(Print) Users Name Signature (Print) Immediate Supervisors Name Title Title Date
* Name of Immediate Supervisor Required for Welligent Hierarchy:
Approved:
(Print) Charter School Administrators Name Signature Title Date
Complete this section to CHANGE/ DELETE the user listed above

Remove location(s): Add to location(s): Change Title/Access from: to No longer an Employee (Inactivate User)
(Print ) Charter School Administrator Name Signature Title Date
Previous Sp Ed Admin:
Approved
Training & Support For Charter School Welligent Training or if you have questions, call Welligent Support at (213) 241-4174.
FAX TO (213) 241-8455
316
LOS ANGELES UNIFIED SCHOOL DISTRICT Planning Assessment and Research Division Student Information Systems Branch IEP Support Section
WELLIGENT RECORD TRANSFER REQUEST FORM (For Schools Not Using SIS)
This form is to be used by schools that do not use the LAUSD Student Information System (SIS) and are requesting the transfer of Welligent student records. For requests to be processed the form must be accurately completed, signed by a school administrator, and sent either by FAX to the IEP Support Section (213) 241-8455 or by mail to 333 S. Beaudry Ave., Floor 21, Los Angeles, CA 90017. For students who have never attended an LAUSD school, please complete the Request to Add a Non-LAUSD Student Record to Welligent form. If you have any questions, contact the IEP Support Section at (213) 241-4174.
Administrator Certification I certify that the following students are officially enrolled at:
School Name: ____________________________________________________ School Location Code: __________________
Administrator Name (Print): __________________________________________ Telephone: ___________________________
Administrator Signature: ______________________________ Title: ______________________ Date: __________________ Last Name First Name Birth Date Current Grade Parent(s) Name
317
LAUSD Student ID
WELLIGENT RECORD TRANSFER REQUEST FORM FOR SCHOOLS NOT USING SIS
Last Name First Name Birth Date Grade Parent Name
LAUSD Student ID
318
Contact Information
319
320
Green Dot Contact Information Special Education Support

Funding Five & Jefferson Clusters Susana Campo-Contreras Special Education Program Administrator 213-500-5370 scampo@greendot.org Russell Martin Lead School Psychologist 213-505-8477 rmartin@greendot.org Cora Palma School Psychologist 213-507-1186 cora.palma@greendot.org Christine Suh Transition Resource Teacher 213-392-5819 csuh@greendot.org Alana Smith Part-Time School Psychologist Alana.Smith@greendot.org Locke Cluster Phil Wolfson Special Education Program Administrator 213-500-8757 Philip.wolfson@animo.org Judith Peinado School Psychologist 213-507-4184 Judith.peinado@greendot.org Libby Barnish School Psychologist 213-215-2380 Libby.barnish@greendot.org Min Ho Transition Resource Teacher 213-248-2907 Min.ho@greendot.org
321
322
LAUSD Contact Information In 1974, the California State Board of Education adopted the California Master Plan for Special Education. The plan required that all school districts and county offices of education join together in regions to implement the master plan in an effort to develop quality educational programs for disabled students. This is known as the Special Education Local Plan Area (SELPA). It is the responsibility of the SELPA to provide support for all schools within their region. 17 Green Dot Schools are part of the LAUSD SELPA. Below you will find important contact information for LAUSDs Special Education Division. LAUSD Charter School Division (213) 241-4625 Office (213) 241-6862 Fax IEP Support Unit (213) 241-4174 iepsupport@lausd.net Support Unit Central-West Bette Medina, Administrator 3741 South La Brea Avenue Los Angeles, CA 90016 (323) 421-2950 nimo Venice Animo Locke Tech nimo Pat Brown Animo Watts 2 LLCA 1 & 2 nimo Locke 1 nimo Locke 2 nimo Locke 3 nimo Locke 4 Support Unit East Janet Montoya, Administrator 4201 Wilshire Boulevard Los Angeles, CA 90010 (323) 932-2155 nimo Oscar De La Hoya nimo Jackie Robinson Animo Ralph Bunche Animo Jefferson Middle School
Support Unit South Don Macintosh, Administrator 310-354-3431 Animo South Los Angeles
323

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Special Education Handbook

Green Dot Public Schools Special Education Introduction

Section-2 Special Education Technical Procedures

Section 3- Professional Development and Training

80 82 87 93 96 101 108 114

Special Education Training Resources For All Teachers

Special Education Training Resources For Special Education Teachers

Student Behavior Support Flow-Chart .. 239

IEP Meeting Resources

Section # 1 Program Development Planning Tools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

ACADEMIC SUCCESS: A Learning Center Approach Purpose

Supplemental Curriculum Recommendations

Green Dot Public Schools

Green Dot Public Schools

Green Dot Public Schools

Special Education Recommended RSP and SDP Teacher Schedules

Algebra Academic 9 Collaboration Success

Geometry English 9 Collaboration Collaboration

Pull/Out for Student consultati on/ IEP meetings

Algebra 2 English 11 Collaboration Collaboration

English 11 Academic 11 Collaboration Success

Pull-out for student consultati on/ IEP meetings

Special Ed. Assistant

Geometry English 9 Collaboration Collaboration

Green Dot Public Schools

Algebra 1 Geometry Collaboration Collaboration

Algebra 2 Prep-Period Collaboration

Pull/Out for Student consultati on/ IEP meetings

English 9 English 10 Collaboration Collaboration

English 11 English 12 Intensive Collaboration Collaboration Pull-Out

Pull-out for student consultati on/ IEP meetings

Special Ed. Assistant

Reading Reading Intervention Intervention Collaboration Collaboration

RSP model 1 RSP teacher: Academic Success/ Collaboration/ Consultation

Academic Academic English Success 9-10 Success 11-12 Collaboration

English Pull-out for Collaboration student in consultation/IEP Meetings

Special Math Ed. Collaboration Assistant

Science Pull-out for Collaboration student in consultation/IEP Meetings

Green Dot Public Schools

Algebra aide with teacher

Lit. Intervention (double block) aide with teacher

Academic Success aide - gen. ed. support (history)

Gen. Ed. Collaboration aide - gen ed. support (history)

Academic Success aide - gen. ed. support (history)

English 11 aide with teacher

Math support aide with teacher

Conference aide - gen. ed. support (history)

Gen. Ed. Collaboration aide - gen. ed. support (science)

Academic Success aide - gen ed. support (history)

Lit. Intervention (double block) aide with teacher